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f^arbartr College Hifirars
THE GIFT OF
GINN AND COMPANY
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FINGERPOSTS
TO
CHILDREN'S READING
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FINGERPOSTS
TO
CHILDREN'S READING
BY
WALTER TAYLOR FIELD
CHICAGO
A. C. McCLURG & CO.
1907
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FINGERPOSTS
TO
CHILDREN'S READING
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FINGERPOSTS
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CHILDREN'S READING
BT
WALTER TAYLOR FIELD
CHICAGO
A. C. McCLURG & CO.
1907
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3 A-^s-^X-^
CSofYUGHT
A. C McCluro & Co.
190T
Pablished March 9. 1007
HARVARD COLLEGE LiRRARr
GIFT OF
GINi'-l -eiCO. B
K. &. DONNELLEY & SONS COICPANT
CHICAGO
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PREFACE
rpHESE essays on various phases of clifl-
^ dren 's reading are addressed to parents
and teachers, librarians, Sunday-school woric-
ers, — all who are concerned with the education
of the child and who are interested in the en-
largement and enrichment of his life.
No one who knows and loves children can
fail to appreciate the influence which noble
thoughts and high ideals exercise upon the
unfolding character, — and no one who knows
good literature can fail to realize the wealth
of joy and beauty which it holds in store for
the young.
The problem is to introduce the child to the
great writers through their simpler works —
letting him approach them at the level of his
own intelligence and grow with them, assimilat-
ing more and more as his years increase, until
he has reached the fulness of appreciation
which marks the cultured man or woman.
To awaken a genuine love for good books is
to insure the development of both the Aesthetic
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PREFACE
and the moral natures. If the present volume
shall lead indirectly to such an awakening in
the heart of any child, it will not have been
written in vain.
The substance of several of the chapters
has already appeared in "The Dial" and
in " The Congregationalist.*' Parts of Chap-
ters I and n, originally published in "The
Dial," were afterwards reprinted in pamphlet
form by Messrs. Ginn and Company under
the title, "Children's Books: their Selection
and their Influence." Acknowledgment is
made to the publishers of the above-named
journals for permission to include this material
in the present volume; also to Mr. George A.
Plimpton for data regarding the history of
school readers in America. Dr. R. R. Reeder 's
admirable paper on "The Development of
School Reading Books," and Mr. W. H. Whit-
more's introduction to the reprint of Isaiah
Thomas's edition of Mother Goose, have fur-
nished suggestions for the historical portions
of the work.
Chicago, January 1, 1907.
W. T. R
vi
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CONTENTS
CBAPTK& PAOB
I. TH£ JNTLXrENCB OF BoOKS ... 9
n. Rbadiko in the Home .... 25
m. A LiisT OF Books fob Home Reading . 87
IV. Reading in the School .... 67
V. Supplementary Reading .... 81
VI. The School Librabt 120
Vn. The Pubuc Library 183
Vm. The Sunday-school Library . . 144
IX. The Illustrating of Children's
Books 173
X. Mother Goose 198
APPENDIX
Lists of Books for School and Sunday-
school Libraries . , • • . ««7
y\\
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CHAPTER I
THE INFLUENCE OF BOOKS
HAWTHORNE, in his story of **The
Great Stone Face," gives us the picture
of a boy growing up under the influence of a
high ideal. The granite profile on the moun-
tain side, which he sees each morning from
his cottage door, expresses to him what is best
in human character. He comes to love it,
and loving it, grows to be like it. Such is al-
ways the result of companionship with the great
and good; and the story with its underlying
allegory is an incentive not only to the young,
to seek that which is noble, but to those who
are responsible for the training of the young,
to see that a right environment is provided for
theb charges.
We spend much time in the search for suit-
able associates for our boys and girls. None of
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our neighbors' children seem to us quite good
enough. One is polite but untruthful, another
gpod-natured but a rowdy, still another has
no visible virtue, but a generous allotment of
original sin. Perhaps the neighbors are equal-
ly critical regarding our children. We hope
not, but we know that the ideal youth does
not flourish on our street, and we have learned
with sorrow that our boys and girls acquire
from their playmates vices oftener than virtues.
Yet there is a world into which children may
enter and find noble companionship. It is
the world of books. Let your boy escape for
a time from the meanness of the boy across
the street, and let him roam the woods with
Hiawatha, sail the seas with Sindbad, build
stockades with Crusoe, fight dragons with
Jason, joust with Galahad; let him play at
quoits with Odysseus, and at football with Tom
Brown. These are playmates who will never
quarrel with him nor bully him, but from
whom he will learn to be brave, self-reliant,
manly, quick to do for others, and set with his
face toward the light. " Tell me what company
thou keepest and I will tell thee what thou art,"
says the old Spanish proverb. The child whQ
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lives on terms of intimacy with such heroes
as these cannot fail to be strong and true.
This does not mean that children should be
raised under glass. They must be out in the
world and grow up among their feUows. Free-
dom 'gives them strength and self-reliance;
but at the age when impressions are so quickly
made, — and so indelibly, — the child needs
an antidote for the poison of bad companion-
ship, and this antidote is to be found within
the covers of a good story-book. To the child
a story is a very real thing. We often forget
how real it is. Did you never in your child-
hood take in your hand your Uttle wooden sword
and stride manfully out into the pasture, lay-
ing right and left among the mullein stalks,
calling yourself Richard of the Lion Heart,
and come back, breathless, with the blood
tingling in your cheeks and your brain on fire
with an exultation which you would give
worlds to feel again ? Did you never seize a
dothes-pole for a lance and the cover of a bar-
rel for a shield, and go out before breakfast
to rescue an imprisoned princess? And did
you not scorn all meanness, — for an hour at
least, — until you had forgotten Richard and
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the Knight of the Red Cross and the Princess,
and all that, and had descended to trading a
jack-knife with the boy in the next house ? Ah,
these book heroes have done more to touch
the sense of honor in children than father's
talks or mother's entreaties. You cannot
afford to let your boys and girls grow up with-
out their friendship.
The child is a hero-worshipper, and if you
do not give him a true hero, he will set up in
the sanctuary of his heart a tawdry imitation
of one. He will worship and imitate in a small
way the bully of his school, because the bully
is strong and aggressive; but let him once know
King Arthur and the Chevalier Bayard, and
he will lose admiration for every sort soever
of bully from that time forth. I know a boy
who will take a whipping with resignation,
and a serious talk with only a passing show of
penitence, but if his mother takes from a wood-
en shield hanging in his room a little knot of
blue ribbon which has been placed there for
some previous worthy action, he is at once
humbled and remorseful, — with a remorse
which generally lasts until he has won the right
to have the token back again.
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The influence of good books is feh along
two lines, the aesthetic and the moral, affect-
iDg the taste and the character, but these two
lines run parallel, and are not far apart. If
we can get our eyes open to the beautiful
and noble pictures which the great writers have
painted for us, and our ears attuned to the
music of their words, we shall, I think, not
only have broadened our appreciations, but
by a sort of spiritual induction have deepened
our sympathies as well. Buffon's maxim,
**lje style est lliomme m6me,*' simply means
that taste and character are not easily sepa-
rable.
. . Some believe that literary taste is a gift of
the gods which the fortunate child receives
at birth. This is only partly true. It is true
just so far as that generations of culture may
be expected to produce in the child an apti-
tude which under favorable conditions will
develop into taste; but the corollary is not
true, that the child who is bom without this
gift is doomed to barbarism. He simply must
work harder, and will be in the end stronger
for the effort. Dr. Holmes has somewhere
observed that a child 's culture begins with his
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grandfather. Doubtless the grandfather is a
factor, but it may be asked whether, after all,
the children of cultured homes do not derive
their literary appreciations quite as much from
their early environment as from their blood.
If during the first twelve years of a child's
life he has been made familiar with the best
literature that is adapted to his widening range
of thought, there need be no fear that he will
ever read unworthy books. One who has not
been thus trained, however, finds poison in the
printed page as well as healing. There are
the news-stands, reeking with sensational boy-
bandit stories and tales of the slums and of the
brothel. The untrained child wants some-
thing to read, and it must be exciting. He
knows no di£Perence in books. He does not
appreciate the gulf that lies between a noble
tale and a vile ooe, or between the work of a
master and the lucubrations of a penny-a-liner.
All he wants is action and excitement, and
here it is with gaudy cover and flaring illustra-
tions, sold at a price so low as to be easily
within his reach. Bowery toughs and clever
cracksmen are the heroes of these tales. Care-
fully planned details of robberies and hold-ups
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instruct the youth howtogoaboutthenefarioos
business, and inspire a wish to emulate the
lobbers, because they are bold and daring and
always outwit the police.
Mr. L. Bodine, Superintendent of Compul-
sory Education in Chicago, handed me re-
cently a dozen or more books which had been
taken from some of the lawless youths under
his charge. The most pretentious of the lot
is a volume entitled, '^ Tracy, the Bandit, **
which may have cost as much as twenty-
five cents. Most of the others, however,
are published in '* nickel libraries,'' one is-
sue, with a complete story, appearing every
week,— "The Wild West Weekly," "Buffalo
BiU Stories," "Diamond Dick Weekly,"
** Jesse James Stories," " James Boys' Weekly,"
and 80 on ad nauseam. "The James Boys'
Weekly" consisted, the last time I saw it, of
ninety-six numbers, "written by the well-
known and popular author, D. W. Stevens."
At the rate of one new story each week, this
"well-known and popular author" has before
now probably produced about two hundred, —
and Heaven knows when he will stop. I have
no wish to advertise him. Perhaps among
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his particular constituency of readers he has
quite fame enough ah*eady.
In Mr. Bodine's oflSce is a drawer full of
revolversy dirks, bowie-knives, and sand-bags
taken from boys who carried them to school
or had them concealed upon their persons. To
one of the revolvers is attached a card, which
gives its record: ** Death to Solie Cohen, 401
W. Taylor St., shot by Abe Abrams, thirteen
years of age, while playing Jesse James in Mrs.
Cohen's kitchen, Jan. 4th, 1904."
The "car-bam murder," in which a gang
of young ruflSans held up and shot the cashier
of one of the Chicago street railway companies
a few years ago, is directly traceable to the
reading of these " nickel library " stories. The
leaders of the youthful gang have paid the
penalty of their crime, but others are growing
up under the same influences, prepared to
contribute to the same result.
Another class of literature, even more dan-
gerous to our youth than " hold-up " stories, are
translations from French novels of the demi-
monde, and shady tales of New York by night,
dealing in the most insinuating way with a kind
of life which has already gained too much
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publidly in the daily piess. One can easily
appreciate the baneful influence ¥^ch such
£terature may and does exert upon inespcm-
sible boys during the period of adolescence.
And what shall we say of the ''family** news-
paper, with its daily record of murders, suiddes*
indecendes, and crime of every sort? ts this
good food for youth? Its apologists tell us
that it is the mirror of the world; but there is a
part of the world into which we do not care to
send our children, and which we do not wish
to have brought into our homes. Unfortu-
natdy, it is from this part that the news with
the most striking headlines is drawn.
Though newspapers differ in their moral
character as the men behind them differ, there
are some which have become active agents in
the propagation of crime. We may keep our
own children from them, but the unguarded and
unprindpled children of the street find in them
plenty to arouse their worst passions and to
suggest criminal possibilities fof their own
accomplishing. The exploitation of the deeds
of criminals, the drcumstantial accounts of
their acts and doings while in jail or on trial,
their pictures in various attitudes, and the
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accounts of the hysterical homage paid to them
by a weak-minded constituency make them
heroes in the eyes of the unprincipled youth.
Newspapers other than those of the distinctly
** yellow** variety are guilty in a less degree of
the same practices; and as long as papers are
published with the idea of getting the largest
possible circulation, we shall do well to discour-
age our children from reading them. Chil-
dren's weekly newspapers, of which "The
Little Chronicle" is perhaps the best type,
give all the news that any decent child will
care to know.
The records of the Chicago police depart-
ment for 1905 show that of all persons arrested
on criminal charges during the year, twenty-
two per cent were under twenty years of age,
and that the number of these boys and girls
arrested, not counting "repeaters *' (t. e., second
or subsequent arrests of the same person) was
14,897 in one year!
The police records of the city of Washington,
D. C, for the same year (1905), while not com-
piled according to exactly the same classifica-
tion, show a proportion of juvenile arrests
quite as significant. On all criminal charges
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the number of arrests of persons under twenty-
one years of age was eighteen per cent of the
total number; for house-breakings forty per
cent; for grand larceny, thirty-eight per cent;
for petit larceny, twenty-eight per cent; for
various misdemeanors, eleven per cent It
will be observed that the more serious the
offence, the laiger the proportion of juvenile
arrests. This is explained by the fact that for .
minor offences the poUce are more lenient with
children than with adults, and do not as often
arrest them, proving that the actual proportion
is more nearly indicated by the arrests on
serious .charges.
How much of this juvenile crime is due to the
literature of the news-stand and the dgar-store ?
Those who are famiUar with the work of the
parental and reform schools and with the police
courts will tell you that no other agency, unless
it be association with criminals themselves, is
responsible for so large a part of it as are the
nickel library, the obscene novel, and the story
of successful crime. As to the yellow news-
paper, its share is more difficult to determine,
but we may feel sure that it is not a small one.
The cruder kind 'of criminal literature to
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which reference has been made is so glaringly
bad that it does not often reach the better
class of boys and girls. It is banished from
respectable homes, and its influence is con-
fined for the most part to those unfortunate
children whose parents are either unspeakably
careless or are not themselves above the moral
or aesthetic standard of these pestilential tales.
The only hope for the children of such homes
is in the school. To the decent child a more
dangerous class of Uterature is that in which
sensationalism is respectably clothed. The
boys in such romances move in good society,
but they are always getting into the most impos-
sible situations, and having the most startling
adventures: they encounter and vanquish
burglars; they rescue Uttle girls from death by
fire or flood, and grow up to marry them;
they are almost killed in a dozen different
ways, but in the last chapter always overcome
their enemies, escape from their misfortunes,
and live in peace and prosperity. The girl
heroines are always precocious, fall in love at
an age when they ought to be playing with their
dolls, and are either hoydenish or mawkishly
sentimental. These stories appear in reputable
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children's magazmes» interspersed with items
of useful information, science^ history, and
biography. The story is inserted to make the
magazine popular, and it answers its purpose.
In the family of an acquaintance of mine, three
well-known children's periodicals are taken.
Several days before the time for the appearance
of each issue, the children are in a fever of ex-
citement; and when the paper at last appears,
everything is dropped until the progress of the
hero of the continued story is ascertained. In
this family there is no library worthy of the
name. The periodicab supply all the reading
matter for which the children care, or for which
they have time after their school duties are ful-
fiUed.
While this sugar-coated sensationalism is
bad, there is still another class of children's
literature which is quite as objectionable. I
refer to the sentimental stuff which is written
in the name of religion, but which is effective
only in vitiating the taste, weakening the intel-
lect, and giving false views of life. It appears
notably in books intended for Sunday school
consumption, which, happily, the best Sunday
schools are casting out. The heroes and
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heroines are pretematuralty good, meek, and
spiritless. They die young, and their death-
bed conversations are made the occasion of har-
rowing the feelings of the tender-hearted little
readers with thoughts of the brevity of life and
the necessity of being always prepared for the
hereafter.
It is one of the most significant facts of mod-
em life that a surfeit of periodical literature,
both juvenile and adult, is operating against
the reading of books and the forming of libra-
ries. The magazine has its place, but it also
has its Umitations; and we should lead our
children to understand that, after all, the vital
and permanent Uterature is that preserved for
them in good books. Let every child have his
little bookcase in the nursery — or a shelf in
the library which he may call his own. Let
him be encouraged to read good books and to
care for them. He will then come to feel that
friendship with them which is the greatest joy
of the intellectual life. A good book presented
to a child on each succeeding birthday — a
book chosen wisely with respect to the child's
tastes and abiUties, but of sterling worth — will
soon put him in possession of a library which
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will be a lasting source of strength and inspira-
tion. It is a mistake to think that a child must
be continually supplied with fresh reading mat-
ter — that a book once read is finished. In-
deed, the strong intellects of history are those
which have been nourished in childhood upon
a few good books — read and re-read until the
thought and style became a part of the reader's
permanent possession. To-day we have too
many books, and we dissipate the intellectual
force of our children as well as of ourselves by
trying to spread it over too wide an area. We
read, and we give our boys and girls to read, a
great many books which are neither veiy good
nor very bad. On the whole, we think them
quite useful and instructive, but in reading
them we are losing the opportunity of becoming
thoroughly grounded in a knowledge of the
world's great books. Ruskin has said the
final word about this kind of reading:
''Have you measured and mapped out this
short life and its possibilities ? Do you know,
if you read this that you cannot read that —
that what you lose to-day you cannot gain to-
morrow? Will you go and gossip with your
housemaid or your stable-boy, when you may
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talk with queens and kings ? . . . This eternal
court is open to you with its society wide as the
world, multitudinous as its days, the chosen
and the mighty of every place and time, Into
that you may enter always; in that you may
take fellowship and rank according to your
wish; from that, once entered into it, you can
never be outcast but by your own fault."
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I
CHAPTER n
READING IN THE HOME
T is in the home that the child forms the
most permanent elements of his character.
Here his familiarity with books should begin»
and here he should get his Uteraiy inspirations.
The baby's first book will naturally be a pic-
ture book, for pictures appeal to him early» and
with great force. His interest in them is min-
gled with a sort of wonder as to just what they
are, for the picture of an object is always more
or less confused in his mind with the object
itself. The dog on the floor wags his tail and
barks; the dc^ in the book does not; otherwise
they are the same, — so he pats the dog in the
book, and lays his cheek against it, and is quite
content in its companionship. If we under-
stood children better, we should realize this
vitality which pictures have for them, and
should be more careful to give them the best.
As color appeals to the child before he has
much notion of form, his first picture-book
should be colored, and as his ideas of form
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develop slowly, his first pictures should be in out-
line, and unencumbered with detail. The French
illustrator, Boutet de Monvel, has given us the
ideal pictures for young children. The best
and most characteristic produced in this coun-
try are probably those of Jessie Wilcox Smith.
Most published picture-books are spoiled by
the doggerel which accompanies the pictures,
and which, as the child gets older, he insists on
having read to him. Grenerally, too, the pic-
tures are made violently grotesque, under the
impression that young children demand some-
thing unusual. Artists sometimes forget that to
a baby a normal elephant is quite as unusual an
object as an elephant in a hat and a pair of
trousers.
One of the picture-books will of course be a
copy of "Mother Goose," and the parent will
repeat to the little one the old jingles that have
for cenluries soothed the infant world to sleep
and dried its tears. Following these will come
the classic nursery tales, Cinderella, Little Red
Riding Hood, The Three Bears, Tom Thumb,
and others of that happy fellowship, — not read
out of a book, but told in the parent's own
words.
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READING IN THE HOME
Almost as soon as the child can talk, and
for many years thereafter, will come that oft-
repeated cry, "Tell me a story,-— to which,
unfortunately many of us reply that we are too
busy, and suggest to the small suppliants that
they go away and play and don't bother mamTnA
or papa, as the case may be; for mamma has
a lovely new novel to read, and papa is absorbed
in the evening paper, and cannot attend to such
trifles — or perhaps cannot think of a story,
as his literature is confined for the most part
to the stock market and politics.
It is worth while to make some sacrifice of
time and effort in order to tell your children
good stories. Unless one is a genius he cannot
launch into a story off-hand, not knowing where
he is coming out, and produce anything worth
listening to, — to say nothing of the probability
that he will get himself hopelessly entangled in
his plot, and will be called to time by a direct
question that will put him to shame and show
him to be a bungler. Or, unless one was un-
usually virtuous in his youth, he cannot confine
his range of subjects to what he did when he
was a little boy, or little girl, without either
falsifying history or giving the children hints
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that will be more entertaining than edifying.
Plato regarded the stories repeated to children
as of such importance that he would have none
told except such as had been approved by cen-
sors. We have all known parents whose
stories to their little ones would never pass that
test. If the parent lacks material, let him read
again the old Greek mjilis, renew his acquaint-
ance with ancient and modem history, lose
himself once more in the ''Arabian Nights" or
the l^nds of King Arthur, ponder what he
has read, and clothe the incidents with simple
words that will carry easily to the minds and
hearts of the young listeners. No one can read
a story to a little child and get the attention
that he gains by telling it.
Perhaps you think this story-telling business
should be done by the child's teacher. It may
be that she is doing it, sympathetically and with
appreciation of what the stories mean. If she
is a good teacher she certainly is, but with all
her telling of these famous tales, she cannot
exhaust them, — and then, maybe she is not
telling them at all. Talk with your child about
it. Find out what he is learning in school or
kindeigarten, and supplement the teacher's
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work. You cannot afford to let her entirely
supplant you in the intellectual training of your
child. She needs your help as you need
hers.
The question is sometimes asked whether it
is wise to tell children stories of giants and
ogres. One cannot think with composure of
banishing all giants from the nursery. Jack's
giant and Aladdin's genie and a few other old-
time favorites have become so thoroughly estab-
lished in the popular r^ard» and have sent
delightful thrills of terror through so many gen-
erations of children, that it would be a thank-
less if not a hopeless task to attempt to drive
them out. But if giants are demanded, — es-
pecially if they be man-eating giants, — it is
well not to introduce them too early, or to allow
the child to become too intimate with them,
for, at best, they are not good company. Little
people are not all alike. The sturdy boy who
is afraid of nothing exults in his fancied ability
to dispose of all these fabulous folk. But the
nervous, sensitive child — it is little short of
cruelty to keep him awake nights peopling the
walls and the shadows of the window curtains
with dreadful shapes which his imagination
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has gathered from the evening story. Some
parents argue that the child must grow accus-
tomed to such things. Let him wait, then, until
he is old enough or strong enough to listen with-
out fear.
There is another danger beside that of
frightening him. An appetite is being created
which may later become a source of serious
trouble. The boy or girl who is brought up
on a diet of ogre stories will continue to demand
eictravagant and blood-curdling fiction, and if
the family library does not contain anything
sanguinary enough, he will find it at the news-
stand. He may have a giant or two occasion-
ally, as he would have a piece of plum cake,
but his digestion should not be ruined by a
surfeit of them.
The story period of a child's life merges im-
perceptibly into the reading period. If the
parent is a good story-teller he will find the
story period of surprising extent, for no child
ever quite outgrows the fondness for a good
story told by word of mouth. The story-book
is only the story carefully thought out and trans-
ferred to type; and as soon as the child will
listen with interest to the reading of books the
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stories of the great stoiy-teDeis should be read
in their own language.
The next important step in the child's liter-
aiy history occurs when he finds himself able
to translate by his own effort the printed char-
acters upon the page, and wanders away from
his school reader to test for himself his newly
acquired powers. This is the point at which
he particularly needs help. He should now be
surrounded with so much good reading mate- .
rial that he will have no time or inclination to
read what is low or common.
It is well to have a definite plan for the
children's reading. Set aside an hour after
dinner on two or three evenings of each week,
or even on one evening if more cannot be
spared. Let it be a regular appointment. If
the children are of widely differing ages, divide
the time between them. Devote the hour of
each to the reading of a good book suited to
his needs and interests , and suggest other books
which he may take up by himself during the
intervab between the readings.
Thus the reading of the Angevin period in
Dickens's "Child's History of England," or any
good elementary English history, will make the
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child want to know more of the heroes of those
old days, and you may start him to reading the
story of the Crusades, ''The Talisman" and
''Ivanhoe" of Scott, the Robin Hood l^ends,
Shakespeare's "King John" and "Richard H.,"
Adams's "Page, Squire, and Knight," Yonge's
"The Prince and the Page" and,"Richard the
Fearless," Miss Porter's "Scottish Chiefs,"
Edward Everett Hale's "In His Name," a
romance based on the persecutions of the
Waldenses, stories from Chaucer, Sidney
Lanier's "The Boy's Froissart," and so on,
supplying a wealth of historical material of
the greatest interest, and of deep meaning to the
child at just this time, because he sees it in
its proper setting and thus understands it.
No college course in history can ever give one
quite so clear and permanent an impression as
that gained in childhood by the boy or girl
who reads history in this way.
It may be asked at what point the parent
should cease reading to the child. At no
point whatever. As the child becomes able to
read, the parent may read with him rather
than to him, but the reading is best done
aloud, and the feeling of association should be
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continued as long as possible. I know a father
who is reading a course in history, several nights
each week, with his sons^ now young men.
It is difficult to e3q>ress the sympathy, the joy,
and the inspiration that they are finding in
this work. I want to say here, that the father
who leaves to the nurse or even to the mother
the whole duty of introducing his children to
the great masters of Uterature is mi.ssing one
of the rarest privil^es of life. There are few
fathers who cannot spend an hour each Sunday
evening reading to their children, and there is
nothing else which will so strengthen the bond
of sympathy between them. The father can
in this way watch the mental development of
his boy or girl, can see what their interests are,
and can help them when they most need help.
A word about stimulative or corrective read-
ing. Lord Lytton puts into the mouth of the
genial Mr. Caxton an interesting prescription for
mental ailments. He looks upon a library as a
magnificent pharmacopoeia, and for each trou-
ble designates an appropriate literary remedy.
Thus, for hypochondria he prescribes the read-
ing of travels; for financial losses, imaginative
poetry; for grief, the study of a science,
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CHILDREN'S READING
or a language with plenty of hard reason-'
ing in it; for narrowness and a tendency to
sectarianism, a course in history. Now, while
this scheme does not quite apply to children's
reading, it is suggestive of an idea which has
always guided the thoughtful parent or teacher
in choosing reading matter for the young, —
namely, to strengthen weak spots in the child's
intellectual make-up, and to round out his
range of interests. If the duld lacks imagina-
tion, faiiy stories will help to arouse it. If he
knows little about nature, tales of the woods
and fields will quicken an interest and open
to him a new world. But this sort of remedial
reading should be done sympathetically and
never carried to the point of weariness. There
is no sadder sight than to see a poor child being
pumped full of something that he does not
want, — fidgeting under the ordeal and longing
to get away, — and there is no surer way of
making him dislike books, of whatever sort.
If you find that you are reading to your boy
or girl something which awakens no interest,
do not insist upon carrying it heroically through
to the end. Put it aside and bring it forward
at some future time when he is in a mood to
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receive it. Your theory as to what he ought
to like will be shattered many times by the
fact that he does not like it» and, after all, it is
more important that he should acquire the
reading habit and the love of books than that
he should be informed upon any particular
subject. He should at first be given the books
he likes, provided only that they are good and
wholesome, for every worthy book read by a
child is a round in the ladder upon which he
mounts to an appreciation of stronger and
greater books, — to a broader view of the pleas-
ant fields and pasture lands of literature, and
to a conmiunion with ^ those deathless minds,"
as SheUey has called them, ^ which leave, when
they have passed, a path of light."
There are continual calls for lists of books for
children. It may be said that a list of books
which shall meet the needs of every child is like
a medicine which shall cure every disorder, — it
smacks of quackery. Yet there are certain
great and abiding books which should form
the framework of every course of juvenile read-
ing. It is a significant fact that most of these
books, as, for example, the Odyssey, .Esop's
Fables, *' Arabian Nights," and '^Robinson
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CHILDREN'S READING
Crusoe," were not intended for children at all»
but were written when men were more child-
like than they are to-day, and when simplicity
and directness were the characteristics of all
literature. Indeed, you may name on the fingers
of one hand all the books, ivritten for children,
that have any claim to immortality.
The next chapter outlines a course of story-
telling and reading which is full enough to
offer an opportimity for selection, and which
contains all the great books that eveiy child
should love to know, together with a fair rep-
resentation of other and less important writings
which represent the best of our modem chil-
dren's literature. The most important books
are starred, — not always because they are
greater books than others unstarred, but be-
cause they contain something that is necessaiy
to the development of the child's intellectual
life.
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CHAPTER m
A LIST OF BOOKS FOR HOME READING
Age, One to Tt^o Yeabs
*A Good PicruRE Book: Among the best are the animal
hooks issued by Ernest Nister, The Book of the Zoo^
for wild animals; The Book of the Farm, Our Moo
Cow Book, and Our Dog Friends for domestic animals.
Red Riding Hood, in the same series, is ^also good.
Dean's Rag Books, printed on doth, washable and
well-nigh indestructible, are excellent. But, after aD,
the best picture book for a child is one made by the
parents. A yard of curtain-shade material, folded into
leaves and stitched at the back, insures a durable
foundation upon which may be pasted bright, simple,
and attractive pictures — not gaudy but artistic — such
as one may collect with a little care.
*MoTH£B Goose: This is the universal children's dassic,
and has no substitute. The best illustrated edition is
that issued by Nister. A good cheap edition is edited
by Charles Wdsh in Heath's '*Home and School
Classics."
Age, Two to Thbee Yeabb
^Classic Nubsebt Tales: Induding Cinderella, The
Three Bears, Little Red Riding Hood, Hop o' my
Thumb, etc. The Nister edition, entitled Mother
Goose Nursery Tales, is the most attractive. Scud-
der^s " Fables and Folk Stories " ia cheaper and the
sdection of tales is even better.
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*Gbimm : Faiiy Tales. Care should be taken in selecting
an edition ol Grimm, as many ol the tales in complete
editions are coarse and, except to the student ol folk-
lore^ quite worthless. The best expensive edition is
Nister's. A good cheap edition in two vdumes, care-
fully edited, is that by Sara £. Wiltse in Ginn's «Qas-
sics for Children."
Baum, Frank L. : Father Goose. The humw i^peals
to adult? and older children, but the jingles and bright
pictures are appreciated by the little ones.
Pebkimb, Luct Fitch: The Goose Girl. A Mother's
Lap Book of Rhymes and Pictures. Excellent.
Seegmilleb, Wilhelbona: Little Rhymes for Little
Readers. Pictures and text equally good.
Gbeen. Allen Atsattut: The Good Fairy and the Bun-
nies. A nonsense book for small children. Well
illustrated.
Age, Three to Foub Yeabb
*Mbop : Fables. Perhaps the best edition is that edited
by Joseph Jacobs and published by Macmiilan.
Cheaper editions are issued by the various school-book
publishers.
*Andebsen, Hans Chbibtian : Fairy Tales. For an
expensive edition the Nister is preferred. Blacbe and
Son, London, issue an attractive cheap edition. The
school-book houses also publish selections.
*Stevenbon, Robebt Loxtis: A Child's Garden of Verses.
Child poetry written from the child's standpoint Scrib-
ner's edition, illustrated by Jessie Wilcox Smith, is good,
also the Rand-McNally school edition.
Lang, Andbew : Blue Fairy Book.
Lang, Andbew : Green Fairy Book. These books con-
tain tales found in Grimm and other collections,
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BOOKS FOR HOME BEADING
together with a great many others drawn from the folk-
lore of all nations.
Habbibon, Edith Oodek : Prinoe Silverwings. A good
f aiiy story for younger cfafldren.
Age, Fottb to Fiyb Yeabs
*BiBLE Stobieb: Especially Adam, Noah, Abraham and
Isaac, Joseph, Moses, Elijah, Daniel, Jesus and His
Disciples. If help is needed in retelling these stories,
Margaret Sangster's Stoiy Bible or Baldwin's Old
Stories of the East will prove suggestive.
*Leab, Edwabd: Nonsense Rhymes. The most artistic
nonsense ever written. Get the complete edition in
one volume.
*La Fontaine, Jean de: FaUes. These are mainly
from JEaop and Oriental sources, elaborated and
put into verse. The verse has been admirably pre-
served in an English translation by Edward Shirlqr,
illustrated in color and published by Nelscm, Edin-
burgh.
Lang, Andbew: Red Faiiy Book.
Lano, Andbew: Yellow Faiiy Bod^. A continuation
of the series named under the preceding year. There
are also Gray, Crimson, and Violet Faiiy Books by the
same author, but the child must not be drowned in
fairy lore, and usually the two first named will be quite
enough. The temperament of the child should decide
tiiis.
Jacxson, Helen Hunt: Cat Stories. Useful in awaken-
ing interest in domestic pets and in making children
kind to them.
Moblet, Mabgabet W.: littie Mitchell. The stoiy
of a mountain squirrel. Excellent as an alternate to
the Cat Stories, or to follow it.
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AoE, Five to Snc Yeabs
^RuSEiN, Jobn: King of the Golden River. The most
beautiful sermon ever preached to children in the guise
of a f aiiy tale.
*FiELD, Eugene : Lullaby Land. A collection of Eugene
Field's best poems for and about children.
*Cabboll, Lewis: Alice in Wonderland. Supplies the
element of absurdity demanded at this age.
Cabboll, Lewis: Through a Looking Glass. Sequel
to Alice in Wonderland.
^Andrews, Jane: Seven Little Sisters. Stories of child-
life among, the various races of mankind. Interesting
and useful for its presentation of first ideas of geography.
Andbews, Jane: Each and AU. Sequel to Seven Little
Sisters.
WiGGiN, Kate Douglas; The Story Hour. A charm-
ing retelling of the old stories that children love.
KiPUNG, Rudyabd: Just So Stories. Fanciful expla-
nations of How the Camel Grot his Hump, How the
Rhinoceros Got his Skin, etc
Stockton, Fbank: Nights with Unde Remus. N^gro
folk-lore. Quaint and entertaining.
Sewell, An)7A: Black Beauiy. The story of a horse. .
Continues the interest in animals b^^ with the Cat
Stories and Little Mitchell the preceding year. Teaches
kindness to animals.
Ensign, Hebmon Lee: Lady Lee. A good collection
of animal stories with a purpose.
Age, Six to Seven Yeabs
*BuNTAN, John: Pilgrim's Progress. Read it for the
stoiy and omit the theological discussions. The best
complete edition is published by the Century Com-
psQ7 aad illystrated by the Rhead brothers. Several
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good abridged editions are obtamable. Tlie mysteiy
of the tale appeals strongly to all chfldren, and they
are attracted by the direct, forceful English in wfaidi
it is written.
*KiNGSLET, Chables: Water Babies. A fascinating stoiy
of animal life in river and sea, told with rare skill, and
emphasizing the beauty of helpfulness.
*Bbown, Db. John: Rab and his Friends. Tlie model
dog story. No child can read it without having more
respect and affection for the canine race.
*A Good General CoujEcaas or PoiaiB fob Young
Children. The best is, probably. The Land of
Song, Book I, compiled by Miss K. A. Shute. The
Posy Ring, by Kate Douglas Wiggin; Whittier^s
Giild Life in Poetry, and Open Sesame, Vol. I, by
Misses Bellamy and Goodwin, are also good. An
ezodlent plan, which I have followed with my own
children, is to make a collection of favorite poems,
letting the children choose those which they like
best, and cc^ying them into a blank book for further
reading and, in some cases, memorizing.
Sjfung, Rudtabd: The Jungle Book. A strong, thrilling
w<xider stoiy of life in the jungle, centring about the
adventures oi Mowgli, a chfld reared in the wolf-padc.
EiFLiNG, Rudtabd: The Second Jungle Book. Ani-
mal stories of India and elsewhere. May well follow
the first, if there is a demand for more.
CoLLODi, C: The Adventures of Pinocchia From the
Italian. Pinocchio is a marionette, who, after suffer-
ing many misfortunes because of his selfishness, finally
ccmquers himself and develops into a real boy. It is
fuU of quaint humor and human nature.
De la Ramee, LoinsE: A Dog of Flanders. Not quite
as good as Rab and his Friends, but useful to follow
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CHILDKEN'S BEADING
it» if the child wants more about dogs. Rather too
pathetic for a sensitive child.
Thackebat, Wm. M.: The Rose and the Ring. A ddi«
dous extravaganza, forming an excellent introduction to
Thackeray.
Gbeene, Frances Nimmo: King Arthur and his Court.
A simple retelling of a few of the most celebrated
Arthurian legends for young children.
Frangillon, R. E.: Grods and Heroes. The best ele-
mentary treatment of the Greek myths. Prepares the
way for an appreciation of Hawthorne's and Kings-
l^s Greek stories later.
Hale, Lugbbtia P.: Peterkin Papers. Full of humor
and good common sense.
Mulocx-Craik, D. M.: Adventures of a Brownie. A
fanciful stoiy ol one of the familiar house sprites, oT
whom children always love to hear.
Noel, Maubice: Buz: The Life and Adventures of a
Honey-Bee. Awakens interest in nature and leads to
habits of observation.
AoE, Seven to Eight Yeabs
*Defoe, Daniel: Robinson Crusoe. The greatest story
ot adventure ever written. Illustrates how much one
man can do, unaided.
^Hawthobne, Nathaniel: Wonder Book.
^Hawthobne, Nathaniel: Tanglewood Tales. These
two books — often published in one volume — supply
the best general idea of the Greek myths for children
of this age.
^Lonofellow, Henbt Wadswobth: Hiawatha. Get a
complete edition of Longfellow's poems, and if the
child is interested, read also Paul Revere's Ride and
some of the other Tales of a Wayside Inn.
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*Wtb8, 3. R.: Swiss Famfly Robinson. Not so good as
Robinson Crusoe^ but alien better liked by difldien«
probably because children occupy a praminent place
in the story.
Sptbi, Joanna: Heidi. A chaiming stoiy of a Uttla
Swiss girl's life in the mountains, and later in the city.
Translated from the Grerman.
Swing, Juuana Hqbatia: Jackanapes. A stoiy of
En^^lish life with a real child hero. Its only fault is
its sadness.
Bmonrr, Frances Hodgson: Little Lord Fauntlen^
A lesson in politeness and friendliness. PMicularly
useful for boys at this age.
Menefee, Maud: Child Stories from the Ilasten.
Stories from Tennyson, from Browning, and from
the operas, charmingly retold in simiJe, poetic
prose.
Zetkala-Sa: Old Indian Legends. The myths of the
Dakotahs told in picturesque English, by one of the
tribe, and illustrated by the Indian artist, Angd de Conl
Macdonald, Gbobge: At the Back of the North VHod.
A fascinating fairy tale.
Andrews, Jane: Stories Mother Nature Told her Chil-
dren. Tales about the dragon-fly and its history, the
water lilies, the Indian com, the pranks of the Frost
Giants, how the coral insect builds, how the coal got
into the earth, and many other interesting facts in
nature*
Setqn, Ebnebt Thompson: Wfld Animals I have Known.
Setqn, Ebnebt Thqufson: Biography of a Grizzly.
Two stirring out-of-door bodes, written with fine literary
skin and of absorbing interest.
Jordan, David Stabb: Matka and Kotik. A good
stay of seal life.
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AoE, EioHT TO Nine Yeabs
fTHE Bible: An edition for children published by the Cen-
tiiry Company, and called The Bible for Young People,
contains the narrative portions and those adapted for
children's reading. If this were better illustrated, it
would make an ideal diildren's Bible. An interesting
exercise is the collecting of illustrations from among the
Soule photographs, Dresden platinum photographs. El-
son prints (smaller sizes), Frang platinettes. Brown or
Ferry pictures, or similar collections, and "extra illus-
trating^' the book.
^Ababian Niohtb: Supplies the Oriental element which is
not found in other fairy tales thus far read. Use a selec-
Hion of the best tales, — not a complete edition. That
edited by Andrew Lang is, on the whole, to be preferred.
*SwiFr, Jonathan: Gulliver's Travels. At least the
vpyages to Idlliput and Brobdingnag. The other voy-
ages are less interesting to most children. Use an ex-
purgated edition. Any of those published for children's
use are suitable.
^Ibvino, WABHiNaTON: Rip Van Winkle and The Legend
of Sleepy Hollow. An edition by Putnam's Sons called
Stories and Legends from Washington Irving contains
these and several other good stories from Irving which
young people will enjoy. Some will prefer to get the
Sketch Bock complete, and read the descriptive sketches
later.
*Mabie, HAMmroN W.: Norse Stories Retold from the
Eddas. The best retelling of the Norse myths.
*Casy, Alice and Fhobbe: Poems. Selected children's
poems from the works of these two sympathetic and
gifted asters have been collected and edited by Miss
Oenuner. The collection is known as Ballads for
Little Folk.
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BouvET, Mabouebtte: Sweet William. The ad v e utur e i
of a little Norman prince. A channing stoty.
Mulogk-Cbaik, D. M.: The little Lame FHnoe. A
good f aiiy tale with a moral.
DoooE, Mabt Mapeb: HanaBrinker. A stoiy o£ Dutdi
life^ showing how perseverance brings its rewaitL
RiCHABDS, Laura. £.: Five Minute Stories. An ad-
mirable collection, combining fun and sound sense.
Captain Januaiy, by the same author, is also good.
FfeABT, JosEPHiNB D.: The Snow Baby. A stoiy of
Arctic exploration and life in the froaen North. The
Snow Baby is Mrs. Peary's daughter, who was bom
among the icebergs.
Long, William J. : Beasts oi the Field.
Long, William J.: Fowls of the Air. Two of the best
nature books in print. Noteworthy for their vitality
and thrir sympathetic appreciation of wild life. The
same stories are issued in cheaper form in three volumes,
Ways of Wood Folk, Wilderness Ways, and Secrets of
the Woods. Northern Trails, and A Little Brother to
the Bear, by the same author, are also excellent
Ambrewb, Jane: Ten Boys on the Road from Long Ago
to Now. A valuable introduction to history. The ten
boys each r^resent a distinct period, and their stories
furnish pictures of life, manners, and customs.
Egolebton, Edwabd: Stories of Great Americans for
Little Americans. Personal anecdotes of some of the
great figures in our national history.
AoE, Nine to Ten Yeabs
*Shaxe8peabe, William: Midsummer Ni^t's Dream.
*Sbaxespeabe, William: The Tempest.
^Shakebpeabe, William: The Merchant of Venice.
These three plays appeal to all children. The first two
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CHILDREN'S BEADING
can be read in many cases even earHer. The finest edi-
tion o£ Shakespeare for chfldren is the larger Tremple
Edition, in twelve voliiines, illustrated. The volumes can
be bought separately. An excellent one-volume Shake-
speare is published by Houghton, Mifflin & Ca, in the
"Cambridge Poets." Children should be encouraged to
go as far in Shakespeare as their interest will lead them.
*Hoiceb: The Odyss^. Palmer^s Translation. If the
(^)ening book b not appreciated, b^gin with the setting
out of Telemachus in search of his father. The wan-
derings of Odysseus are always of absorbing interest.
Lamb's story <rf them seldom stirs the little folk as does
this translation, in which the poetry and swing of the
great epic are preserved.
^KiNGSLEr, Chableb: Gredc Heroes. The stories of
Perseus, The Argraiauts, and Theseus told in poetic
prose — as fine an example of this sl;j^e of diction as
has perhaps ever been written. It is better than Haw-
thorne's, for it preserves the Gredc spirit, — which
Hawthorne entirely loses.
*Flutajbcb: life of Themistodes. Get White's Boys'
and Girb' Plutarch. If the children like it, read them
also the lives of Perides and of Alexander. It will be
seen that the readings for this year centre about Greek
life and history.
*Cox, Sm G. W.: Tales of Andent Greece. A fine col-
lection of Gredc stories. If the child has found dif-
ficulty in understanding the books already recommended
for this year, Shaw's Stories of the Andent Greeks will
suit better than Cox's book, because simpler.
^Chubch, Alfbed J.: The Story (^ the Iliad. The Iliad
being not quite so single as the Odyss^, this recasting
of the tale by a prince among story-tellers will be found
more interesting at this stage than a translation.
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Chubch, Alfbed J.: Stories fram Hetodofau. Makes
the transition from Greek legend to Greek histoiy.
Chitbch, Alfbed J.: Stories from the Greek TragediAOS.
Strang, interesting tales, well tdd.
Church, Alfbed J.: Three Greek Children.
Church, Alfred J.: The Young Macedonian. These
two books furnish interesting pictures ol child life
among the ancient Greeks. Th^ are more valuable at
this stage than formal history.
BuBBOUGHS^ John: Birds and Bees.
Bubboughb, John: Squirrels and Other Fur Beareti.
BuBBOUGHS^ John: Wake Robin. Thoroughly ddig^t-
ful and authoritative nature books, by one of the dosest
observers and most charming writers in this fidd. Th^
offer a change frran the Greek literature, and give a
breath of out-of-door life which most diildien will
appreciate.
FouQUE, Babon de la. Motte: Undine. One of the
little dassics of Groman literature. Undine is a water
spirit in human form, but without a human soul — ^untfl at
IcDgth love comes to her and lifts her intoa higher life.
Age, Ten to Eleven Yeabs
*A Good Young People's Hibtobt of Rome to form the
basis for the readings of this year. Guerber's Story
of the Romans or Yonge's Young Folk's History ci
Rome is recommended.
^Macaulat, Thos. B.: Lays of Andent Rome. Heroic
and inspiring poems, which all children enjoy.
*Chubch, a. J. : Stories bom Virgil. Gives the child an
exodlent idea of the iBndd, and is much more attractive
at this age than a translation.
*Chubch,A.J.: Stories from livy. Tales of early Roman
history, drawn from the greatest of Roman historians.
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♦Plutabch : lives of Brutus and of Caesar. Use White's
Plutarch for Boys and Girls, recommended for the pre-
ceding year.
^Shakespeabe, William: Coriolanus.
^Shakespeabe, William: Julius Ceesar. These plays
will be doubly appreciated after the historical reading
which has gone before.
Chubch, a. J.: The Burning of Rome. A vivid story
of (me of the most thrilling events in Roman history.
Chubch» a. J.: Two Thousand Years Ago; or, the Ad-
ventures of a Roman Boy. A good picture of Roman
life and manners.
Church, A. J. : Pictures of Roman life and Story.
Bulweb-Lytton, Sm Edwabd: Last Days of Pompeii.
Most children of ten who have read the foregoing books
will find this story of real interest to ihem. If, how-
ever, they are not ready for it, defer the readinguntil later.
Wallace, Gen. Lew: Ben Hur. A Tale of the Christ.
Gives an admirable idea of Roman life in the days of
Nero and of the beginnings of Christianity in Rome.
YoNGE, Chablotte: The Cook and the Captive. A
good story of the Romans in Gaul, illustrating the life
ci the Northern tribes.
YoNOE, Chablotte: Book of Golden Deeds. A collec-
tion of short historical stories c^ all countries and ages,
emphasizing heroism and sacrifice.
Ketbeb. Leandeb S.: In Bird Land. An entire change
of subject. To some children the Roman atmosphere
in the foregoing books may grow oppressive. This,
like the Burroughs books in the preceding year, will
preserve the balance.
MoBLET, Mabgabet W. : A Song of life. Another good
nature book.
De Amicib, Edmondo de: Cuore: An Italian Schod-
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bo/s Journal. A pure, sweet stoiy ol wduxA life in
Italy, useful not only for its picturei ol Italian life; but
for its inspiring moral influence.
Abbott, Jacob: Malleville. A stoiy of life in New
Hampshire. Old-fashicHied, but thoroughly heallliful
and interesting. Others of the Franconia Stories^ ol
which this is the first, may be read if there is time.
SrcviaiBON, Robebt Ijoxjm: Treasure Island. Hie best
of all pirate stories. Boys at this age generally manifest
an unmistakable thirst for gore. When this appears,
it is better to giye them a good pirate bode than to let
them find a bad one.
Age, Eleven to Twelve Yeabb
*I>icxENB, Chableb: Child's fljstoiy of England. To be
used during this and the f oUowing year as a thread to
connect the readings. Other elementary histories may
be more exact, but Dickens's is interesting and always
popular with children.
*SooTT, Sm Wai/teb: Tales of a Grandfather. The
histcxy of Scotland in easy, entertaining narrative. Use
this in the same way as the Child's History of England,
carrying the two along together.
Sjbkland, E. S.: Short History of France. Entertain-
ingly written for young people. The use of this may be
determined by the reception given to the two foregoing
histories.
^Lanieb, SroNET: The Boy's King Arthur. (Time:
Sixth Century, A. D.) Malory's Morte d'Arthur
rearranged and simplified. The latter portion is for the
most part in Malory's own language — Old English.
Lanieb, Sidney: Knightly Legends of Wales. (Sixth
Century.) Contains the Welsh Arthurian stories and
several d an earlier date.
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^LowESiL, James Rubbell: The Vision of Sir Launf al.
Aside from its beauty as a poem it is valuable at just this
point as a oorrectiTe, or foot-note, to the Arthurian
stories.
Baldwin, James: The Stoiy of Siegfried. Gennanic
folk-lore.
Baldwin, James: The Stoiy of Roland. (A. D. 778.)
A delightful excursion into French history. Semi-
l^gendaiy.
Tafpan, Eva Mabch: In the Days of Alfred the Great.
(A. D. 871.)
^Shakespeabe, William: Macbeth. (1033-1056.)
Bulwer-Lttton, Sib Edwabd: Harold, the Liast ci
the Saxons. (1066.) A vivid picture of the conflict
between Saxons and Normans for the mastery ci
England.
Tafpan, Eva March: In the Days of William the Con-
queror. (1066.)
Ptle, Howard: The Merry Adventures of Robin Hood.
(1190.) This is probably the best retelling of the
Robin Hood legends, though Miss Tappan's Robin
Hood is also excellent.
♦ScoiT, Sir Walter: The Talisman. (1193.) A pic-
ture d the Crusades. The great historical char-
acters, Saladin, Richard, and Philip, are superbly
drawn.
♦ScoiT, Sib Walter: Ivanhoe. (1194.) The historic
interest of Ivanhoe lies in its delineation of the char-
acter of Richard Coeur de Lion and the times of the
Third Crusade. Robin Hood and his men furnish
the legendary element It follows The Talisman, and
shows Richard after his return to England. Both of
these great novels are particularly valuable in inspiring
in A boy the spirit of chivalry.
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^Shaoespeabe; William: King John. (1202-1216.) No
No f annul history is as good for children as Shake-
speare's historical dramas.
YoNGE, Chablotte: The Prince and the Page. (1280.)
A good story for young pec^le, illustrating sodal
conditions in England at the end of the thirteenth
century.
PoBTEB, Jane: Scottish Chiefs. (14th Century.) Al-
ways inspiring to children, thoroughly healthful, and a
valuable sidelight to Scottish history.
Lanieb, Sidnet: The B<^s Froissart. (14th Century.)
The Chronides retdd in simple English. Covers
both English and French history.
*Shakebfeabe, Wiluam: Richard IE. (1808-1800.)
Knox, Thoiias W.: Travds of Marco Polo. (1275-
1205.) Abridged from the Book of Marco Polo. A
stirring account of travel and adventure in the East
Combines the elements of history, geography, and per-
haps a touch of fiction, though scholars are beginning
to believe that nearly all the geographical facts are
correct
EiN€»LET, Charles: Madam How and Lady Why. A
fine introduction to geology. Teaches habits d ob-
servation. .
Edgewobth, Mabia: Parent's Assistant The title is
formidable* but the quaint, old-fashioned stories are
diarming. They are real dassics, and no child should
miss the opportunity of becoming thoroughly acquaint"
ed with them.
^Chauceb, Gboftbet: The Prologue and The Knight's
Tale are told in readable prose but very nearly in
the phraseology of the original, and are published
in the McOuig edition, '« Old Tales Retold for Young
Beaders.'*
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Age. Twbxye to Thibteen Yeabs
♦Shakbbpbabb, William: Henry IV. (1402-1418.)
*Shakebpeabe, Wiluam: Henry V. (1414-1420.)
♦Shakespeare, WiLLLkM: Henry VI. (1422-1471.)
*SooiT» Sir WAi;rER: Quentin Durward. (1450.) A
vivid picture of the life and times of Louis XI. The
scene is laid in France and Burgundy.
♦Shakespeare, Whjjam: Richard HI. (1471-1485.)
♦Eliot, George: Romola. (15th Century.) A thrilling
story of Florentine life in the days of Lorenzo de Medici
and Savonarola. The lesson which it emphasizes is the
degeneration ci character resulting from doing what is
pleasant rather than what is ri^t.
♦SooTT, Sir Walter: Marmion. This stirring poem,
though its hero is fictitious, is a noble expression of the
spirit of the Scottish invasion of England under James,
and contains a fine description of the Battle of Flodden
Field. Get an edition of Scotf s poems containing this
and the two following.
♦SooTT, Sir Wai/ter: The Lay of the Last Minstrel.
(IGth Century.) A song of border warfare and enchant-
ment, giving a good picture of Scottish manners and
customs during the period of which it treats.
♦SooTT, Sir Wautbr: Lady of the Lake. (16th Century.)
A romance of love and war, more graceful than either
of the two preceding poems but less stirring.
♦Shakespeare, William: Henry Vm. (1520-1533.)
AiNswoRTH, William Harrison: The Tower of London.
(1553.) Tells the story of Lady Jane Grey and
her brief reign, draws the characters of Mary and
Elizabeth, and gives a fine ideia of the tower and of the
political intrigues which went on within it Quite
ezcitiiig.
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Scott, Sm WAi;rEB: KenilwcMih. (1560.)* EngliBh life
in the leign of Elizabeth.
Hale, Edwabd Everett: In His Name. (10th Centmy.)
An excellent story for young people, treating d the
persecutions of the Waldenses in France.
Bennejtt, John: Master Skylark. (16th Century.) The
story of a little singer in the days of Queen Elizabeth,
^lakespeare is introduced and the Elizabethan drama
interestingly described. It will help the child to under-
stand Shakespeare.
^Cervantes, Miguel de: Don Quixote. (1605.) Tliis
old Spanish classic is a favorite with children, and
should find a place on every list for young people's
reading. The Knight of the Rueful Countenance is one
of the great figures in the world of literature.
Scott, Sm Wajuteb: Old Mortality. (16^9.) The story
of the Covenanters, showing the faith, the courage, and
the desperation which inspired the Scottish rebellion
against Charles IE.
Blackmobe, R. D. : Loma Doone. A charming romance,
the scene of which is laid in England at the beginning
of the eighteenth century.
SooTT, Sm Wai/teb: Rob Roy. Valuable as a picture of
society in Scotland early in the eighteenth century. The
life at Osbaldistone Hall is an example of the bar-
barism which prevailed in English country seats. The
narrative culminates in the collapse ci the Jacobite up-
rising.
♦SooTT, Sm Walter: Guy Mannering. (18th Century.)
Perhaps, all in all, the greatest of Scott's noveb. It
portrays the middle of the eighteenth century. Meg
Merrilies, Dominie Sampson, and Dandy Dinmont
are characters with whcmi every reader should be
familiar.
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'I'GoLDsafiTH. Outeb: The Vicar of WakeGeld. (18th
Centuiy.) A story of English countiy life, full of humor
and of homely wisdom. Its greatness lies in its sim-
plicity.
SouTHET» Robebt: Life of Nelson. (1758-1805.) An
excellent biography, useful not only for its historical
information but for its high ideals.
MABTDmiu, Habbiet: The Peasant and the Prince.
(1789.) A picture of Frepch society just before the
French Revolution. Thoroughly wholesome and in-
tensely interesting.
*DicKEsa, Chableb: A Tale of Two Cities. (178d-
1793.) A wonderfully strong piece of historical fiction,
bringing vividly before the reader the bloody days of the
French Revolution. Life in London and life in Paris
are illustrated and contrasted.
Saimtine, X. B.: Picdola. (1804.) A touching story
of a prisoner and a flower. The scene is laid in France
during the reign of Napoleon.
*J>iCKJssB, Chableb: A Christmas Carol, and The Cricket
on the Hearth. The best of Dickens's short sketches.
Show the joy of a kind heart. May be read earlier if
preferred.
^Hughes, Thomas : Tom Brown at Rugby. Not only the
best description of English school life ever written, but
the most thoroughly attractive presentation of the manly
elements of a boy's character.
Irving, Washington: The Alhambra. The Moorish
legends associated with the old palace at Granada, and
a fine description of the palace itself.
'I^penseb, Edmund: The Faery Queen. The McClurg
edition, in the series of ** Old Tales Retold for Young
Readers," gives the simpler narrative passages in prose
and as nearly as practicable in the poet's words.
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*£ngubh HierroBT Told bt Engubh Posra. Edited bj
Eatherine Lee Bates and Katherine Ccmiaii. Valuable
in coordinating history with literature. The selecliooi
are for the most part heroic and inspiring.
White, Gilbert: Natural History of Sdbome. A daaoc
English nature book, offering an alternative for aooie
of the historical reading given above.
Ball» Sm RoBEBT S. : Starland. A popular treatment of
astronomy for young pe(^le.
Age, Thibteen to Foubteen Yeabb
Abbott, J. and J. C: Christopher Cdumbus.
Towle, Geobge M.: Pizarro. Has a good account ol the
Conquest of Peru. Towle's Vasco da Gama, Magrilan,
Drake the Sea-£ing of Devon, and Sir Walter Balejgh
are also good. ^They cover the period of discovery,
e]q>loration, and ccmquest, and are as exciting as any
boy could wish.
Coffin, Chables C: Old Times in the Colonies. One
of the best histories of the Cdonial period for young
people. All of Coffin's books are good.
'('Longfellow, Henbt Wadswobth: Evangeline, The
Courtship of Miles Standish, Paul Revere's Ride.
Reread the last two, although the child may be some-
what familiar with them. They will mean more to him
now. Also read The New England Tragedies.
'I'WHiTnEB, John Gbeenleaf: Ballads of New England,
Snowbound. The last named may be read later in the
year if preferable, as it is a picture of New England life
at the beginning of the nineteenth century.
Ibving, Washington: Knickerbocker's History of New
York. The delightful humw and the exaggeration do
not destroy its value as a siddight on American his-
tory.
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^CoQPEB, Jameb Fenimobe: The Last of the Mohicans.
Covers the period of the French and Indian War.
One of the most representative pieces of American
fiction.
*EUwTHOBNE, Nathaniel: Grandfather's Chair. A series
of stories of New England life, covering the most im-
portant events from the early settlements to the Revo-
lution.
^Ibving, Washington, and Fisee, John: Washington and
His Country. An abridgment of Irving's Life of Wash-
ington, by John Fiske, to which is added a brief hisUny
of the United States by Mr. Fiske, containing the nar-
rative from the time of Washington to the end of the
Civil War (1865).
^Franklin, Benjamin: Autobiography. Not only valua-
ble as a picture of life in the Colonies and during the
formative period of United States history, but useful in
showing young people how industry, frugality, and
perseverance bring their reward. Also a fine example
of good, vigorous English prose.
^Holmes, Ouveb Wendell: Grandmother's Story of
Bunker Hill BatUe. Get the complete poems of Holmes
and read also A Ballad of the Boston TearParty, Ode
for Washington's Birthday, Lexington, Old Ironsides,
Robinson of Leyden, The Pilgrim's Vision, Under the
Washington Elm, and other historical and patriotic
selections; also, as examples of Holmes's best serious
verse. The Chambered Nautilus, and The Last Leaf;
and for hmnor. The Deacon's Masterpiece, How the
Old Horse Won the Bet, The Ballad of the Oysterman,
etc. If a complete edition is not desired, get the River-
side Literature edition in cloth, which is cheaper and
which includes nearly all the above and a number
more.
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*Bbtant, W114LIAM Cullen: Song of Manon'a Men,
The Green Mountain Boys. Get complete poemB
and read also Thanatopsis, Sella, To the Fringed
Gentian, To a Waterfowl* The Death d the Flow-
ers, The Planting of the Apple-Tree, Robert ol
Lincoln, and as many more as time and interest
indicate.
*CoopmL, James Fenimqbe: The Spy. A stirring story
of the Revolution. The scene is laid in New York State»
by the banks of the Hudson.
CoopEB, James Fenimore: The Pilot A story of the
sea. Paul Jones is the hero. About the same period
as The Spy.
Coffin, Chables C: The Boys of '76. A good picture
of Revolutionary times.
Coffin, Chables C: Building the Nation. Covers
.the formative pmod of our history and shows the
development ai our arts, manufactures, and c<Hn-
merce.
Seawell, Mollt Eluot: Decatur and Somers. A story
of American naval exploits in the early days of the nine-
teenth century. The author's other naval biographies,
Paul Jones, Midshipman Paulding, Twelve Naval
Captains, etc., are also excellent. ^
*PaIiB, Edwabd Eyebett: The Man Without a Country.
An inspiration to patriotism. Illustrates the effect of
Burr's treason.
^Pabeman, Fbancxs: The Oregon Trafl. Valuable not
only for the history which it presents of the opening of
the great West, but as an example of the work of one
of our best American historians.
Abbott, J. and J. C: life of Daniel Boone. A picture
of pioneer life in the Middle West.
Dana,RichabdH.: Two Years Before the Mast. A
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stoiy of adventure, describing a voyage around Cape
Horn to California in ante-railroad days. One of the
best books of its type.
Stowe, Habbiet Beecheb: Uncle Tom's Cabin. Inter-
esting as a story and important because of the influence
which it had upon our nation in creating a sentiment
against slavery.
CoPFiN, Chab. C. : The Drum Beat of the Nation. Treats
of the Civil War. Coffin's The Boys of '61 also covers
this period, and is good.
Paoe,^Thomas Neiaon: Two Little Confederates. Life
on a Virginia plantation during the Civil War. A good
book for NorUiem children to read.
'BooBEVEur, Theodore, and Lodge, HEzntr Cabot: Hero
Stories from American History. A collection of stories
inspiring courage, manliness, and patriotism, as well
as giving interesting historical data.
Aloott, LottisaM.: Little Women. A good, pure,
natural story of home life, — of deep interest and fine
influence.
Aloott, LoxnsA M.: Little Men. A sequel to LitUe
Women, following the lives of another generation of
children. Like the preceding, it is thoroughly whole-
some and helpful.
Age, Foxtbteen to Fifteen Yeabs
^RuBKiN, John: Sesame and Lilies. The most inspiring
and helpful talks ever given to young people on the
subject of books and reading.
♦Homes: The Iliad. Bryant's translation in English verse
is most likely to be appreciated by boys and girls at this
age, though for maturer readers Chapman's is probably
the best. Pope's translation is a noble poem, but not
thoroughly Homeric.
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^Shakeeipeabe, William: Aa You Like It.
*Shaxespeab£, William: Hamkt
^Shakebphabi:, William: King Lear.
The above tfaiee plays of Shakespeare — the first, his
representative comedy, the last two, his greatest tragedies
— are suggested as oompletiiig, with the {Jays previously
recommended, the barest possible coarse in Shakes-
peare. It is to be hoped that other {^ys, at least
Othdlo, Romeo and Juliet, and Twdfth Night, will be
read in preference to any of the unstarred books in
this list.
'I'MiLroN, John: L' Allegro, H Fenseroso^ Ode on the
Morning of Christ's Nativity, Lyddas, and at least the
First Bode of Faradise Lost, — more if the reader is
ready for it.
*DiCEasim^ Chables: Fidcwick Fapos.
^Dickens, Chableb: David Copperfield. These might
be read much earlier in the course. They have been
deferred only to make room for the historical material
in the preceding years. The reader will want more
of IHdcens; this is intended only as an introduction.
"Thacscerat, William Makepeace: Henry Esmcmd.
FrobaUy the best novel with which to b^gin the reading
of Thackeray. A year later read Fendennis, and The
Newcomes. Vanity Fair is better appreciated when
one has reached maturity. ^
^Tennybon, Alpeed: Enoch Arden, Idylls of the King.
The former a narrative of love and sacrifice; the latter,
a retelling of the Arthurian legends with grert beauty
of imagery and heroic sentiment.
*£uoT, Gbobge: Silas Mamer. An intensely human
story, written frran the heart Like Romola and others
of George Eliot's novels, its strength lies in its portrayal
of the development of character.
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^HuGO, Victob: Les Misdrables. Not the entire story,
tar the young reader ia probaUy not quite ready yet
for its digressions and its philosc^hy. An abridgment
of it, called Jean Valjean, in the series of '* Classics for
Children,** contains the main thread of the narrative —
the absorbing story of its principal character.
*PoE, Edgab AijLAN: The Fall of the House of Usher,
A Descent into the Maelstrom, and The Masque of the
Red Death. Read also, of Poe's poems. The Raven,
Lenore, Israfel, The Beils, Annabel Lee, Ulalume.
The "Riverside Literature Series*' supplies a cheap
edition of Poein one volume. This contains all the
above and several other selections.
*Bbownino, Robert: An edition of the simpler narrative
poems, known as The Boy's Browning, is a very good
introduction to the poet The titie is a misnomer. It
is quite as much for girls as for boys. Read at least The
Pied Piper of Hamelin, How They Brought the Good
News, The Lost Leader, Hervi6 Riel, Incident of the
French Camp, and Rabbi Ben Ezra.
*WoBD6WOBTH, William: Pocms. At least Lyrical Bal-
lads, The White Doe of Rylstone, Laodamia, The Ode
on Intimations of Immortality, and some of the Sonnets.
Wordsworth's philosophy is better appreciated later,
but his poetry appeals to children because ci its trans-
parent simplicity.
*BuRNB, Robert: Poems. At least The Cotter's Saturday
Night, To a Mouse, Bannockbum, For a' That, Bonnie
Doon, Afton Water, Of a' the Airts, and others oi the
songs.
*CoLESBiDQB, Sahuel Tatlob: Rime of the Ancient
Mariner.
*Gray, Thomas: Elegy in a Country Churchyard. This
and the foregoing have doubtiess been read in school.
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'EUspeat them. They are in most genenJ ooUectioos ol
poeby. None of the other waik d Cderidge or of Gray
is impcHtant at this time.
*Lamb, Chables: Essays ol Elia, First Series. These
modds of familiar English should not be overiooked.
Their quaint humor is a distinct note in English litera-
ture.
*Rau£EB, OuvEB Wendell: The Autocrat of the Break-
fast Table. A rare combination of wit, philosophy, and
good sense, showing Dr. Hohnes at his best Useful
to stimulate thought The other two Breakfast Table
books — The Professor, and The Poet — are almost
as good.
♦H aw t hoh ne, Nathaniel: The Marble Faun. Interest-
ing as a study of character, and valuable as a descripti<m
of modem Rome, with its art and its legends. A good
book for general culture.
Saimt-Fieecbe, Bebnabdin de: Paui and Viiginia. A
wholesome, old-fashioned love-story.
Aubten, Jane: Pride and Prejudice. This is probably
Miss Austen's best work, and is far better reading tor
young people than more highly spiced fiction. It is
natural and healthful.
Wiggin, Kate Douglas: Rebecca of Sunnybrook Farm.
One c^ the brightest of modem stories. Rebecca is a
most interesting character and one that will not soon be
forgotten.
Clemens^ S. L. (Mark Twain): Innocents Abroad.
Perhaps the most thoroughly representative example
of American humor. Also useful for its pictures of
travd and its shrewd observations on men and
things.
Tatlob, Bayabd: Views Afoot. Admirable sketches of
European life and customs.
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Thobeau, Henst D.: Waldea. A ddightful hook of
out-of-door life, full of the poetry of nature. Tho-
reau still remains the greatest of American nature
writers.
*A Good Bbief Anthology of English Poetbt. There
are many from which to select. Palgrave's Golden
Treasury is excellent within its limits — including only
songs and lyrics of the British poets. Whittier's Songs
of Three Centuries, Longfellow's Poems of Places, and
Emerson*s Parnassus represent the poetry which appeals
to the poet Browne's Golden Poems offers a wider
selection, including many pc^ular poems not usually
found in anthologies. Gayl^ and Flaherty's Poetry of
the People is made up almost entirely of ballad and folk
. poems. Sherwin Cody's Selections from the Great
En^^ish Poets rq>resents, as its title indicates, the great
poets, and, all in all, is perhaps as choice a selection as
has ever been made. These — particularly the last —
are books to be read often, and kept at hand for refer-
ence.
Chesterfield: Selected Letters. Full of good counsel
and worldly wisdom. The best edition is that edited
by Edwin Ginn.
*MuNGEB, Theodobe T.: On the Threshdd. Talks to
young people on the meaning and the opportunities of
life. An inspirational book of this sort ^ould be made
a part of the reading course of every boy and girl. Dr.
Munger's book gives the key to character building.
Smiles's Self-help and Mathews' Getting on in the
World ore also ezoeUent, but perhaps place a little too
much emphasb upon "success" as an incentive. Bish-
op Spalding's Education and the Higher Life, and
Wilson's Making the Most of Ourselves, are strong
and helpful.
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The foregoing list comprises about two hun-
dred books, somewhat more than half of which
are stajared. In reviewing the authors repre-
sented, a few of the great names of literature
will be missed, — but onlj a few, and those
better adapted to the mature mind than to the
child. We are not planning that the boy or
girl shall finish his reading at the age of fifteen,
but that he shall have only fairly b^un it.
It may perhaps have been discovered that the
underlying idea of the course is to give the child
what is most likely to interest him at a given
age. We begin with the nursery jingles, which
fall pleasantly upon the ear before the mind
takes much thought of what they mean. Then
follow the fairy tales, commencing as soon as
the child can understand them, and continuing
until — well, it is doubtful if we ever grow too
old for fairy tales. With the fairy stories come
the fables and the myths, each leading in a dif-
ferent direction. The fables, in which con-
versational animals form an important part,
point the way to true stories of animals, —
stories which inspire a love for the brute crea-
tion and a disposition to be kind toward them;
and these, in turn, bring us to natural history
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stories, encouraging the scientific impulse, and
leading the child to observe and investigate.
The myths, on the other hand, lead to the
ancient legends, which are semi-historic, and
they, in turn, to history. It will be seen that
the reading for the ninth year centres about
Greek history, for the tenth about Roman his-
tory, for the eleventh and twelfth about the his-
toiy of England, and for the thirteenth about
American histoiy. This conserves interest and
leads to a better understanding of the readings.
American histoiy is placed at about the age
when the child will be studying it in school, and
the reading will thus furnish side-lights on his
study. Stories of people and places, the begin-
nings of geography, should b^n at about the
age of five or six, and stories of travel and ad-
venture, of which "Robinson Crusoe" is the
first, may begin a year later. Poetry should ex-
tend from Mother Goose to Shakespeare. Here
we have all the elements of Uterature for chil-
dren : folk-lore (including fairy tales, fables, and
myths), nature stories, geography, history, fic-
tion, poetry. Arrange them as your boy or girl
can best assimilate them, but try not to neglect
any side of the course. That side which appeals
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to the child's temperament will naturally occupy
the prominent place, but all should reodve
some attention before the age of fifteen has
been reached.
It will be seen that this list makes no distinc-
tion between books for boys and books for
girls. Good literature is universal in its inter-
ests. A book which is narrowed down to any
sex or dass is not properly literature at all. It
may be a vehicle for technical knowledge, and
therefore useful, but in so far as it is technical
or exclusive, it loses its daim to literaiy stand- '
ing. It is true that boys are attracted to stories
about boys, and girls to stories about girls, but
this is, after all, a surface attraction. If a
book is human it is interesting to either sex; if
it is not human it is not real literature. No
girl will decline to read "Gulliver's Travels"
because Gulliver was a boy, and no boy will
turn from "Alice in Wonderland" because Alice
did not happen to be Tom.
I have said nothing about books of applied
science, arts and crafts, inventions, and amuse-
ments. These are not literary, and do not find
an appropriate place in a course of reading
where parents and children unite. They are,
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however, important, and every boy and girl
should be provided with such of them as he
needs. Among the best of this class are:
SaENCE: Holland's Butterfly Book, Holland's Moth
Book, Meadowcraft's A B C of Electricity, Taylor's
Why My Photographs are Bad, Hoiden's The Sciences.
Manual Training AMD Amubementb: Beard's American
Boy's Handy Book, Beard's American Girl's Handy
Book, Beard's Outdoor Handy Book, White's How to
Make Baskets, The Boy Craftsman, Sloane's Electric
Toy-Making, Hoffman's Magic at Home, Baker's Boy's
Book of Inventions, Baker's Boy's Second Book of In-
ventions.
Every healthy boy and girl likes to work with
the hands, and should be given an opportunity
to do so. It is as important to keep him from
becoming abnormally bookish as it is to lead
him to love books. A work-bench, a butterfly-
net, a box of raffia, a good battery, and a few
such books as I have mentioned supply the
necessary corrective.
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CHAPTER IV
READING IN THE SCHOOL
IN all our courses of elementary instruction,
reading is quite properly awarded the
fiist place. It is the one fundamental study.
All other branches depend upon it for the very
means of expression, — for oral instruction can
at. best play but a small part in any general
scheme of education. Reading is thus the door
to learning, the gateway into that Garden of
the Hesperides, where golden fruit hangs ready
to be plucked, — dragon-carded, it is true, as
everything is that is worth the having, yet within
the reach of him who has the wiU to take and
eat.
Reading, as we know it in our schools, is a
twofold study. It is both a means and an end.
In the first place, it is the formal process of
translating printed characters into articulate
speech. The image of the word upon the page
is thrown on the retina of the eye, the impres-
sion is carried to the brain, the voice receives
an impulse from the will and gives out a vocal
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symbol corresponding to the printed symbol.
Or the reading may be silent, and the voice take
no part in the process. In either case» we have
here simply the mechanics of reading, — a sort
of reading which may be performed without
leaving any permanent impression on the brain,
a mere expressing of one symbol in terms of
another without appropriating the idea for
which the symbol stands.
But enveloped in this physical mechanism of
nerve and muscle is that which gives to read-
ing its significance, which makes it worth the
acquisition. One does not read in the true
sense unless he has taken possession of the
ideas which the printed words express. And
thus it is that when we speak of reading we
mean not only the reading, but the thing read, —
not only the process, but the product as well.
The importance of reading as a study in our
schools has led to a search for easy methods,
philosophic methods, all sorts of methods by
which the child may be inducted into its de-
lights and mysteries. The evolution of the
school reading book forms an interesting chap-
ter in the history of education, and a brief
resume of the steps by which the study has
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READING IN THE SCHOOL
reached its present position in the schools may
help us to appreciate what we now have.
The first reading book prepared for schools
was the *'hom-book," found in England as early
as A. D. 1450. It was properly no book at all,
but a flat piece of wood with a handle, like a
paddle. On its face was pasted a sheet of paper,
two or three inches wide and about twice as
long, upon which was printed the alphabet in
both large and small letters, the vowels, and
several columns of ab^s, eb's, and ib% followed
by the ritualistic phrase, " In the Name of the
Father, and of the Son, and of the Holy Ghost,
Amen,'* — the whole closing with the Lord's
Prayer. Some horn-books had certain letters
of the alphabet arranged in the form of a cross,
giving rise to the expression, "criss-cross row,"
meaning the first steps in learning to read.
Others had a rudely engraved Greds cross,
followed by the letters in horizontal rows. The
paper was protected by a thin sheet of horn,
which gave the device its name.
A variation of the horn-book was the battle-
dore, originally a wooden bat, used in the game
of battledore and shuttlecock, somewhat as the
racket is used in tennis. It was of solid. wood.
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and in shape and size much like the horn-book.
The similarity suggested to some ingenious
teacher the idea of popularizing the art of learn-
ing to read by putting the alphabet on one side
of the bat. Hence the battledore became a
primer as well as a means of sport, and later,
when primers were printed on cardboard and
on paper, the name battledore was retained as
the name of the printed book.
It is believed that the battledore never made
its way across the Atlantic, but we know that
the horn-book was used in our early Colonial
schools until displaced by the New England
Primer.
Another interesting variation of the horn-
book is described by Prior in his poem, ** Alma;
or, The Progress of the Mind" (1718).
"To Master John the English maid
A horn-book giy», of gingerbread;
And that the child may learn the better.
As he can name, he eats each letter.
Proceeding thus with vast delight.
He spells and gnaws from left to right"
This form of acquiring knowledge is similar
to that advocated by the German educator,
Basedow, and actually carried out in some
schools both in Germany and in England, —
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the making of cakes with a letter stamped on
each, and allowing the pupils to eat their alpha-
bet as they mastered it. The idea is in line
with Bacon's statement that there are certain
kinds of literature which should be ''chewed
and digested."
It is significant that the early primers, includ-
ing the hom-book, were intended for religious
instruction. The church and the school were
not as widely separated then as now, and the
primer was the vehicle of the earliest formal
religious teaching. The word "primer" is de-
rived from ''prime," the first canonical hour
of the Roman Catholic day.
Heniy VIH caused the issue of both Catholic
and Protestant primers at di£Ferent periods of
his career; Melanchthon and Luther prepared
primers, Melanchthon's b^inning with the
words '^Philipp- Melanchthon desires the salva-
tion of all children," and containing the alpha-
bet, the Lord's Prayer, the Ave Maria, several
Psalms, the Commandments, the Sermon on
the Mount, and other selections from the
Scriptures.
The New England Primer was the first and
most important school book printed in this
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country. It reflected in a marked degree the
Puritan spirit of the age which produced it.
The book opens with a series of scriptural quo-
tations, and closes with Mr. Cotton's catechism,
quaintly denominated, ** Spiritual Milk for
American Babes, Drawn from the Breasts of
Both Testaments for their Soul's Nourish-
ment." The first purpose of the New England
, Primer was to instil religious doctrine and to
build character. In this it was abundantly
successful, and its impress was left upon a gen-
eration of sturdy New Englanders who have
never failed to give credit for its influence.
The New England Primer was first pub-
lished about 1690 by Benjamin Harris, at the
London CofiFee House in Boston, and held a
place in the schools of this country for more
than a century and a half, though the last half-
century was a period of gradual decline. A
great many editions were printed, by various
publishers, each publisher changing the contents
to suit his own religious views or the changing
conditions of the times. The first editions
contained frightful portraits of the reigning
English sovereigns; but in 1776, George HI
was displaced by John Hancock, and a few
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years later Hancock gave way to Washing-
ton.
, About a hundred years after the issue of the
New England Primer, Noah Webster's Spelling
Book, familiarly known as the *' Blue-back,"
was published at Hartford (1783). This was
a primer and reading book as well as a speller,
and practically covered the ground of the New
England Primer, with less of theology and more
of word drill. Children read no longer the
harrowing tale of Mr. John Rogers consumed
at the stake, but of the boy who stole apples
and was pelted first with turf and then with
stones. There was something of human in-
terest in the book, though the formal didactic
element was still strikingly prominent.
The "Blue-back Speller" was the leading
American school book for a half-century or
more, and is even yet found occasionally in
some of the backwoods schools of the South.
It is estimated that more than eighty millions
of copies have been printed and sold. Its dis-
tinguished author also issued a reader ''calcu-
lated to improve the mind and refine the taste
of youth, and also to instruct them in Geogra-
phy, History and Politics of the United States."
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It did not, however, achieve any such popular-
ity as that gained by the spelling book, and was
quite overshadowed by the English Reader of
Lindley Murray. This English Reader con-
tained poetical selections, as well as moral
stories and rather sombre didactic discussions.
With its "Introduction," and its "Sequel," it
formed a three-book series, the first graded
series of readers ever printed. Before this
time, the reading book which followed the
primer in the school curriculum was always
the Bible.
No really important development in reading
books occurred during the first half of the
nineteenth century, though series varying in
extent from three to seven books were issued
by Picket, Worcester, Putnam, Pierpont, Cobb,
Goodrich ("Peter Parley"), Swan, and Tower.
Pierpont's series emphasized good Uterature,
while Cobb's made the first successful attempt
to grade the lessons, and placed at the head of
each lesson the new words to be found therein.
In 1850 appeared McGuflFey's Readers, — on
the whole, the most successful series of school
reading books ever published in this country.
They united the literary features of the English
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Reader and the grading of Cobb's, the moral
tales of the Blue-back Spelling Book and the
didactics of the New England Primer — all
modified and modernized to suit the growing
educational needs of the times. Of course,
McGuffey had competitors, and within a dec-
ade Sanders, Hillard, Parker and Watson,
Marcius Willson, and several others of lesser
note, had entered the field. Willson was the
only one who offered anything new. His ambi-
tious scheme embraced every branch of knowl-
edge known to man, including chemistry,
zoology, history, physiology, natural philosophy,
and architecture. The moral stories, too, were
not wanting — witness the downward course
of "Lazy Slokin," who becomes successively a
loafer, thief, and murderer, and drags his bane-
ful career through four or five lessons, which
alternate with scientific disquisitions upon the
daws of birds and the breathing of fishes.
Lazy Slokin was one of my first literary ac-
quaintances, and I have never forgotten him.
School readers always come in flocks.
After the McGuffey-Sanders-Willson period,
there was nothing new for about thirty
years, when educational progress — or the
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competition of school-book publishers — led to
another era of production, which brought forth
Appleton's, Barnes's, the New Franklin, and
a littie later Harper's and Stickney's. This
group held the field until the beginning of the
new century. Since that time there has been
a more marked advance than at any period
since the publication of the McGuflFey books.
It is significant that all the older books em-
phasized the content 9 and paid but Uttie attention
to the means by which the content was secured.
The aim was to teach religion or morals or
Uterature or science, and the pupil learned to
read by reading. But with the growth of mod-
em pedagogy and the rise of the analytic spirit
came the efiFort to smooth the path of learning
by improving the mechanical process. This
resulted in a more careful grading of the selec-
tions and building up of the vocabulary, fre-
quent reviews to fix the knowledge already
gained, the introduction of object-lessons and
games, and the dramatization or acting out of
the sentences by the pupil.
Modem school readers are of many kinds
and built on many theories. There is the
mechanical reader, which so interests itself in
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the means of teaching to read that it provides
absolutely nothing worth the reading. There
is the '^useful information** reader, a lineal
descendant of Mardus Willson's books, which
provides knowledge on all conceivable subjects
except literature. There is the ** nature
reader/' weakly scientific and fancifully poetic,
which, like the flowers of which it treats, has
already bloomed and is fast going to seed; and
finally, there is the literary reader, which aims
to introduce the child to the best that has been
sung or told by poet or novelist or historian or
orator, and which not only provides the con-
tent, but develops the taste. Fortunately, the
literary reader is the popular one, and the writer
is glad to believe it has come to abide with us.
But, it is asked. Is there no place for nature
stories and geography stories ? Certainly, and
this brings us to the point where we must di£Feren-
tiate between basal and supplementary readers.
The basal reader, as has already been said,
should be literary, and yet it must do more than
provide good literature. It must first of all
teach the child to read. When it has done
this, it must introduce him to the great writers
and guide him into the realm of books. With
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the amount of time usually devoted to reading
in the school curriculum, it requires about three
years to learn to read, and the best basal
reading book for these years is the one which
teaches the pupil the most quickly and the
most effectively to grasp and to translate the
meaning of the printed page. This is accom-
plished in the first book by means of a small
vocabulary of conmion words, every one of
which is repeated again and again in different
connections and combinations until the pupil
has been given an opportunity to thoroughly
master it. In the second and third books,
the vocabulary is gradually extended, becom-
ing at the beginning of the fourth year the
vocabulary of culture, — the key which will
enable the pupil to gain access to the simpler
masterpieces of literature. While these pri-
mary books are necessarily built in a more or
less mechanical way, and upon definite con-
structive lines, they must interest the child, and
must not appear artificial. As the highest art
is to conceal art, the author of a primer must
be an artist as well as a bom teacher. For it is
as impossible to make a child love reading when
taught by purely mechanical means as it is to
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make him realize the beauty of the snowy heron
by showing him the skeleton of one. On the
other hand, it is quite as futile to expect him to
learn quickly by giving him stories and mem-
ory gems unless there is beneath them a well-
defined constructive framework. Our fathers
learned without this aid, but they learned labo-
riously, and their learning was not unmixed
with tears.
Teachers diflFer widely as to the value of a
basal reader above the third or fourth grade.
Some would discard it altogether at that point,
and devote the reading period thereafter to
extended classics. This plan has somewhat
of merit in it, but it fails in that it limits the
child's horizon to the few complete pieces of
literature which he is able to read in the class-
room. A good basal reader above the third
grade is not an end in itself. It does not supply
all the literature that the pupil should read, but
is a guide and an inspiration, opening to him
new doors and giving him examples of the work
of the world's best writers, as well as a desire to
read and know them better. Shorter poems
and a few brief prose classics may be given
entire, but in most cases an extract must suffice,
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an extract, however, which should be a com-
plete unit in itself, while it is a part of the larger
unit which embraces it.
When we come to supplementary reading
the field is wide. Here we have a choice of
literature, biography, history, geography, na-
ture study, and the arts and sciences. The
books, however, which give inspiration rather
than merely knowledge are the only ones which
should be admitted to the reading period. De
Quincey has classified all books as books of
knowledge and books of power. The classifi-
cation is a most useful one. We need in the
reading class the books of power. Readings in
geography and science are good, but they should
either be confined to the period assigned to
those branches or be given a separate period.
The reading hour should be devoted to the
acquisition of culture, a culture broad enough
to include both taste and character, — and this
is gained from an acquaintance with the great
masters of literature. No merely scientific or
instructive book should be allowed to usurp
the place of the book which touches the heart.
The meaning of all true literature, as Carlyle
says of the meaning of song, ^'goes deep."
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SUTPL£M[ENTARY READING
^[X THEN we attempt to classify our literary
▼ ▼ material for supplementary reading,
we find that it falls broadly under six heads:
(1) folk-lore, including fairy or wonder tales,
fables, myths, and l^ends — all of which intro-
duce the supernatural element; (i) inspira-
tional books of biography and histoiy, such as
may justly be considered ** books of power*';
(S) a similar class of nature books, including
essays and sketches of out-of-door life; (4) trav-
eb, described with literaiy skill — not including
the ordinary geographical readers; (5) simple
interpretative books on art; and (6) fiction.
The fairy tale is the natural b^^inning of
literature. It is as old as the world, and as wide.
There has been no country or age which has
not delighted in the thought of spirits in. the
earth and air and sea, — beings powerful either
for good or ill, who interest themselves in human
affairs. The poet sees in them the personifica-
tion of the forces of nature; the scholar sees
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remnants of religious ideas, of ancient divini-
ties; the child sees simply wonderful creatures
which are yet quite real to him, and which walk
and talk and live with him — the good fairies
on terms of delightful intimacy, the bad suffer-
ing his cordial detestation. To most children,
the fairy tale brings the first dear distinction
between good and evil, and thus is effective in
awakening and developing the moral sense.
You may weary the child with platitudes re-
garding right and wrong, but you cannot tell
him of Cinderella without arousing his anger
at the selfishness and injustice of the step-
sisters, and making him rejoice in the final
triumph of the modest girl who did her duty.
There is a class of well-meaning but unimagi-
native persons, — and some teachers are found
among them, we are sorry to say, — who have
declared war upon fairy tales, — preferring to
teach their children useful facts about the rain-
fall in Kamchatka, or the chemical constituents
of the blood. The writer attended recently a
teachers' convention in a Western State, and
heard an address in which the speaker urged the
banishment of fairy stories from the school-
room, arguing with Mr. Gradgrind, that it is the
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business of the school to teach facts, not fancies.
His peroration closed with the triumphant
challenge, *^What is a faiiy? Give me the
definition of a faiiy!" Ah, my benighted
friend, do you not know there are some things
so fine as to elude definition ? If in your youth-
ful days you had read more fairy tales, you
would have been a wiser and a better man
to-day.
The fairy tale is the heritage of every child.
It is the food which nourishes his spirit, the
force which gives wings to his soul. Out of it
come the influences which sweeten and deepen
life, for it strengthens the imaginative faculties,
and without imagination life is at best a dreary
thing. As we grow older, it is true, the friends
of our story-books may be forgotten, and their
adventures cease to interest us; but they have
done their work in our hearts, and we pass
almost unconsciously from the Hansel and
Gretel, whose joy is in a magic house of sugar
plums, to the Beatrice who leads her poet-
lover to the gates of Paradise.
The fairy tales which first daim the child's
attention are those old favorites of the nursery
which were venerable when Perrault collected
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them, more than two hundred years ago, — The
Sleeping Beauty, Cinderella, Little Red Riding
Hood, Puss in Boots, Tom Thumb, and others.
They might perhaps better be called wonder
stories, for fairies do not appear in all of them,
though all contain the supernatural element.
With these stories should be included other
popular tales, of English origin and of more
recent date, — Jack and the Bean Stalk, Jack
the Giant Killer, The Three Bears, etc.; also
the German folk-tales of Reynard the Fox.
All these are useful for supplementary reading
in first and second year. The content is famil-
iar to the child, and this familiarity helps him
to translate the printed text. He has, too, the
pleasure of rediscovering in the reading book
his old nursery friends. Many good school
editions of these stories are obtainable. Among
the best are Miss Grover's "Folk-Lore Primer,"
Watse's "Folklore Stories and Proverbs,"
O'Shea's "Six Nursery Classics," and Smythe's
"Reynard the Fox," for first grade; Scudder's
"Fables and Folk Stories," Baldwin's "Fairy
Stories and Fables," Perraulfs "Tales of
Mother Goose," O'Shea's "Old World Wonder
Stories," and BlaisdeU's "Child Life in Tale
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and Fable/' for second grade. "The Heart of
Oak Books/' I and 11, edited by Dr. Charies
Eliot Norton, also contain a choice collection
of fairy tales, fables, and rhymes for the first
two grades.
The next and most characteristic group of
fairy tales comprises Grimm's and Andersen's.
Some of them in simplified form are included
in the books already mentioned, but in their
entirety they are best adapted to third and
fourth grades. Grimm's tales are genuine
folk-lore, the tales of the people, most of them
veiy old, and some of them the conunon pos-
session of many nations. They are Grimm's
only in the sense that the Brothers Grimm
collected and published them. The tales are
of unequal value, as is always the case with
folk-stories, many of them being coarse and
absolutely harmful in thdr influence. Good
school editions, containing only the best, are
issued by the leading educational publishers.
Miss Wiltse's, in two volumes, and the ''River-
side" Grimm are particularly good.
Andersen's stories differ from Grimm's in
that they are original. Although the author
drew his material from many sources and
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CHILDBEN'S BEADING
utilized the machineiy and sometimes the inci-
dents of the old folk-tales, he so wrought them
over and infused them with his own peculiar
genius that he made of them something essen-
tially new. The moral effect was ever present
in his thoughts, and there is in his tales none
of the grossness so often found in Grimm's.
The next important wonder story is Ruskin's
"King of the Golden Biver," adapted to fifth
and sixth grades, — a tale of transparent beauty
and a model of English style.
Kingsley's "Water Babies,'' of about the
same grade, introduces the child to the wonders
of life in river and sea. It is not so important
for its natural history — which is often quite
fanciful — as for its beautiful lesson of help-
fulness, and its rare literary charm.
Following this, and suitable for sixth or sev-
enth grade, is Bunyan's "Pilgrim's Progress."
This is classed as a wonder story, because
the wonder element in it is that which makes
it popular with children. The allegory is but
dimly understood and the theology makes
little impression. But ApoUyon and Giant
Despair and the Celestial City and the Shining
Ones by the river are never forgotten. The
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quaintness and vigor of the diction, too» are
not lost upon children. This great classic
should be read in schoob far more than at
present.
If I were asked to name a half-dozen other
wonder tales of the highest value, I should
select: (1) CoUodi's "Pinocchio"— third to
sixth grade-— an Italian classic full of human
nature and shrewd appreciation of boy life; (2)
Lewis Carroll's delightfully absurd and ever-
popular "Alice's Adventures in Wonderland " —
fourth to sixth grade; (3) Baron de la Motte
Fouqu6's romantic story of "Undine " — sixth to
eighth grade; (4) Swift's " Gulliver's Travels,"
full of strange situations and amazing dispro-
portions — fifth and sixth grades; (5) the
"Arabian Nights," with its ridb flavor of Orien-
talism and its mingh'ng of the natural and the
supernatural — fifth to eighth grade; and (6)
Irving's " Rip Van Winkle,"— sixth to eighth
grade.
The fable differs from the fairy tale in hav-
ing a distinct moral purpose. The fairy tale
may have such a purpose, as in the case of most
of Andersen's stories and Ruskin's " King of
the Golden River," but the purpose is subor-
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dinated to the stoiy. In the fable, however,
the moral is paramount. Again, the fable rarely
introduces supernatural beings, as does the fairy
tale; its only departure from the natural is in
giving to animals, and occasionally to in-
animate objects, the characteristics and powers
of men.
The best known fables are usually called
by the name of iEsop, though it is probable
that iEsop is responsible for very few of them.
As Thackeray says, in his preface to "The New-
comes," *' Asses under lions' manes roared in
Hebrew; and sly foxes flattered in Etruscan;
and wolves in sheep's clothing gnashed their
teeth in Sanskrit, no doubt." iEsop perhaps
introduced fables into Greece, and may have
made a few himself; but the fable idea has
been traced back to the Buddhist teachers of
India, who formed their stories upon the model
of the old beast-tale of primitive folk-lore,
making it the vehicle of moral truth. La Fon-
taine's fables are partly iEsopic (which is
to say, Greek) and partly Arabic. But both
the Greek and Arabic came from India, as did
also the Syriac and the Persian. Thus from
whatever point we begin, we may trace our
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way back to the plains of the Indus and to
the b^innings of Aryan dvilization. The
histoiy of the fable is abnost coincident with
the life of the race.
like all primitive literature, the fable is
particularly suited to children. It is simple,
dramatic, satisfies the sense of justice, and
carries with it a moral idea. Authors of school
reading books, recognizing its adaptability
to the very young, make use of it frequently
in first and second readers. The folk-lore
readers which have been mentioned for first
and second grades contain fables as well as
wonder stories. For third grade, the best col-
lection of fables is perhaps that in the series
of '* Classics for Children," which is called
iEsop's, but which includes in a supplement
some of La Fontaine's, in English verse, and
several of the Russian fables of Krilof . Edi-
tions are also published in Maynard's ''English
Classics" and in the series of supplementary
readers issued by the Educational Publishing
Company.
The myth is the fairy tale of primitive peo-
ples, — a fairy tale with a meaning so deep that
it embraces all the religion, philosophy, and
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science of antiquity. Those grown-up children
of former times saw more profoundly than
we into the poetry of nature and peopled their
world with beings that cast no shadow in the
sun. The myths are primitive poetry, and
though our children may not altogether under-
stand them, we fancy that they come more closely
into sympathy with them than many of us
grown-ups. Afyths, too, are the natural htera-
ture of childhood. The child delights in them,
and in familiarizing himself with them is pre-
paring to appropriate and to enjoy in later
years the fruits of the highest imaginative litera-
ture, for without a knowledge of mythology
he will find himself upon the sea of letters like
a ship without a chart.
The myths of most pronounced Uterary value
come to us from the Greeks and from the
Norsemen. They have been interpreted by
the greatest scholars and retold by the most
famous writers of all time. The Greek myths
are more delicate than the Norse, and reflect
the intellectual and poetic characteristics of
the race which produced them. There is
nothing at all approaching Athene in the my-
thology of any other, people, nothing so poetic
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as Phoebus Apollo, nothing as significant as
Proserpina. As the Greeks surpassed all other
peoples in their art, so their mTths surpass all
others in artistic feeling.
Of Greek myths the best collections for
school reading are, probably: For third and
fourth grades, FrandUon's *'Gt)ds and Heroes,''
Baldwin's "Old Greek Stories," and Peabody's
"Old Greek Folk Stories"; somewhat more ad-
vanced, and better adapted to fifth and sixth
grades, Hawthorne's "Wonder Book" and
"Tanglewood Tales," Kingsley's "Greek
Heroes," Church's "Stories of the Old World,"
Shaw's " Stories of the Ancient Greeks " (con-
taining Greek history stories as well as the
myths), and Lamb's "Adventures of Ulysses";
for seventh and eighth grades. Professor
Pahner's incomparable prose translation of
the Odyssey, and Bryant's poetic versions of
both the Odyssey and Iliad.
The Norse myths, while inferior to the Greek
in refinement, are preeminent in strength
and vitality. They represent great elemental
forces struggUng with each other and gradu-
aDy emerging out of chaos. Though confused,
they are full of dramatic power. Odin, drink-
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ing from his mighty mead horn in Valhalla
and eating of the flesh of the boar Serinmir,
is a veritable savage as compared with iZeus,
but he moves in an atmosphere that is alive
and stirring with gigantic mysteries, half seen
and dimly understood. Thor with his hammer,
Idun with her magic apples, Loki with his
tricks and schemings, are strangely fascinating
to the child, and the very crudity of these figures
brings them closer to him, for they are child-
like.
Of Norse myths, the best elementary book
is probably Miss Smythe*s " Old Time Stories
Retold," containing also several Greek myths.
This may be used as early as second grade.
For intermediate grades many good books
are issued, — Keary's "Heroes of Asgard,"
Holbrook's "Northland Heroes," Bradish's
"Old Norse Stories," Hall's "Viking Tales,"
Foster and Cummings's " Asgard Stories," and
Litchfield's "Nine Worlds." For grammar
grades, no other treatment of the subject ap-
proaches Hamilton W. Mabie's "Norse Stories
Retold from the Eddas."
The Norse myths may well be made to in-
clude the "Nibelungenlied," that great German
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epic of the thirteenth century, for it is only
a Grerman variation of the old Norse saga of
the Volsungs. The Norse hero Sigurd be-
comes, in the German, Siegfried, Gudrun is
Kriemhild, and Brynhild, the Valkyrie, is
Brunhild. The stories of Siegfried adapted
to school use come to us mainly through Wag-
ner 's interpretation of the character in his
cycle of music dramas. Wagner's Siegfried
is altogether a nobler character than the Sigurd
of the old Norse myth. Wiiti the Nibelungen
stories we usually find the stories of Wagner's
other heroes, Parsifal and Lohengrin, though
these are connected rather with the Arthurian
l^ends, of which we shall speak later. The
best collection of Wagner stories for the lower
grades is Miss Menefee's ** Child Stories from
the Masters,'' which contains a niunber of other
tales as well, and is adapted to third or fourth
grade. Miss Pratt's "Stories from Old Ger-
many," also good, is a little more advanced.
For teachers, Baldwin's " Story of Si^fried "
will be found useful, also Skinner's ** Readings
in Folk Lore," which affords a wealth of mate-
rial for stories, conversation, and language work
on the myths, fables, and legends of the North.
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More naive and childlike than either Greek
or Norse myths, and fully their equal in pic-
turesqueness, are the Indian myths of our own
country — a peculiar product of wild, free,
barbaric, out-of-door life.
"With the odors of the forest,
With the dew and damp of meadows.
With the curling smoke of wigwams,
With the rushing of great rivers."
Eveiy American boy and girl should make the
acquaintance of the most important, at least,
of these Indian spirits. Coyote, the thinker
and creator, Iktomi, the spider fairy, Kwasind,
the strong man, Pau-Puk-Keewis, the storm
wind, and, most important of all, Hiawatha,
the teacher and benefactor of his people. These
myths vaiy greatly among the different Indian
tribes, are often contradictory, and do not form
a consistent system of mythology, as do those
of the Greeks and Norsemen. But they are
wonderfully interesting to children and breathe
the poetry of the wild.
The best introduction to Indian myths is
Miss Holbrook's ''Hiawatha Primer," which
can be used in the first grade. While reading
this, children may be encouraged to make wig-
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warns and canoes out of bark or paper, pine-
trees out of wood and cardboard, tomahawks,
peace-pipes, bows and arrows, moccasins, and
aU sorts of articles of Indian dress, warfarci
and domestic utility, out of such materiak as
lend themselves most easUy to the purpose.
Childr^i need such busy work to assist them
in picturing out the scenes, for though imagi-
native, their imagination is not of the abstract
kind which forms its concepts without reference
to environment, but rather of that simpler sort,
which invests humble materials with the
attributes of romance. The child, after all,
cannot get an image of a spear unless he has
a stick to build it on.
To f oUow the line of interest awakened in the
" Hiawatha Primer/' I know of nothing better
for second grade than the same author's *'Book
of Nature Myths." These are mainly Indian,
though a few Greek and Japanese myths are
included. For third year. Miss Chandler's
book of the Indian myths of the Pacific Coast,
"In the Reign of Coyote," is of interest and
value. It introduces another class of myths,
in which animals are the chief characters,
whereas the myths of the Dakotahs, which
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fonn the basis of the Hiawatha cycle, are for
the most part men personifying natural forces.
The animal myths or beast-tales are more
childlike than the human myths, and represent
a more primitive mode of thought. In fourth
and fifth grades, Hiawatha may be read, com-
plete, from Longfellow's text. Pratt's "L^-
ends of the Red Children" and Zitkala-Sa's
** Old Indian Legends " also furnish good sup-
plementary matter for these grades. A book
of Indian lore which wiU prove invaluable to
the teacher is Schoolcraft's "Algic Researches."
Its title is somewhat formidable, but its con-
tents thoroughly delightful. It is the treasure-
house from which LongfeUow drew most of his
material for " Hiawatha," and which has been
consulted by all writers on Indian tradition
and history. Much Indian folk-lore is woven
into Cooper's great romances, "The Leather
Stocking Tales," at least one of which —
usually "The Last of the Mohicans" — is
taken up in the literature work of the high
school.
Closely aUied to the mjih and often insep-
arably connected with it is the legend. Al-
though in our modem coUections little if any
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distinction is made between the two, they
differ in this: that the myth is wholly the
product of the imagination — often developed
from the phenomena of nature or from the
inborn idea of divinity, while the l^end is
based upon historic fact. The legend stands
chronologically between the mjrth and authen-
tic history. The stories of Zeus and Athene,
Thor and Loki, Mondamin and Hiawatha, are
myths, but those of Agamemnon and Odys-
seus, Horatius and Scaevola, Roland and
Oliver, Arthur and Robin Hood, are legends,
some with more and some with less of historic
authenticity, but all developed from a germ of
historic truth.
The Greek legends are so interwoven with
the myths that we have not attempted to sepa-
rate them but have included them all under
the head of myths. We cannot tell whether
the Argonauts ever sailed to Colchis, or
whether Odysseus ever entered Troy. Roman
l^ends are somewhat more distinct, and ap-
proach more nearly the historic. Here we
have the figures of Romulus and Remus, of
Horatius, of Cindnnatus, of Mucins Scsevola,
of Virginius, of Marcus Curtius, and many
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others whose deeds of heroism or of prowess
form an mterestiiig introduction to Roman
history. A few of these tales are found in
Baldwin's "Fifty Famous Stories Retold,"
adapted to third grade. The " Story of iEneas,"
good for fifth or sixth grade, is in Church's
"Stories of the Old World," together with the
Greek stories of the Argonauts, Thebes, Troy,
and the adventures of Ulysses. Church's
"Story of iEneas" is also published separately
in Maynard's "English Classics." Clarke's
" Story of iEneas " covers the same ground and
is of about the same degree of difficulty. Guer-
ber's "Story of the Romans" includes nearly
all the Roman legends, with a simple treatment
of Roman history. It may be used in sixth
grade. Macaulay's "Lays of Ancient Rome"
— giving in verse the legend of Horatius, "The
Battle of Lake R^us," "The Sacrifice of
Virginia," and "The Prophecy of Capys,"
may be read easily in seventh and eighth grades,
are full of the heroic spirit of a primitive people,
and, aside from their legendary value, are gems
of English verse.
The most important mediaeval legends are
those of King Arthur, Robin Hood, Roland, and
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Tell. The Arthurian cycle of tales fomis the
finest and most inspiring group of legends to
be found anywhere in literature. They are not
only of intense interest and rare poetic value,
but are so interpenetrated with the spirit of
chivalry that children find them an inspiration
to right thinking and noble living. Courage,
generosity, poUteness, consideration for the
weak, and self-respect before the strong, a high
sense of honor and a steadfast devotion to duty,
— in a word, all that goes to make up true man-
liness, is found in these eld tales without a hint
of moralizing, but as a series of beautiful and
noble pictures to be admired and remembered
forever. There is nothing finer than the glow
of noble enthusiasm with which a boy follows
the fortunes of these old Ejiights of the Round
Table. Sir Launcelot, Sir Gareth, Sir Tris-
tram, Sir Perdval, Sir Galahad, come to be
real personages to him, and he gives to them
a devotion which lifts his own life and motives
upon a higher plane.
Malory's "Morte d'Arthur," that rare old
English classic with its sweet smack of Norman
French, is the source from which we derive our
modem versions of the Arthurian tales. It is
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the source, too, from which Tennyson drew his
exquisitely poetic "Idylls of the King," and is
a book which no imaginative person can fail to
love. Sidney Lanier has purged it of its dross,
arranged its somewhat scattered chapters in
systematic form, translated some of its more
obscure archaisms, and issued it as ** The Boy's
King Arthur." It is a large book, and unsuited
to class use, but is a mine of pure gold to the
teacher.
The most important legends of the Arthurian
cycle are available in cheap and convenient
editions. Frances Nimmo-Greene's " King Ar-
thur and his Court," Miss Radford's "King
Arthur and his Knights," and Louise Maitland's
"Heroes of Chivalry" are the best collections
for school use. They are adapted to fifth or
sixth grade. Lowell's " Vision of Sir Launfal,"
may well be read in eighth grade as a modem
interpretation of the legends of the Grail.
Miss Maitland's book, "Heroes of Chivalry,"
contains, in addition to the Arthurian stories,
the best short account with which I am famil-
iar of Roland, the French hero who showed
a close spiritual relationship to King Arthur's
Knights, and who followed them, in point of
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time, a little more than two centuries. The
story of Roland is told with greater detail by
Mr. Baldwin in a somewhat bulky book, ex-
cellent for teachers' use, but unsuitable for class.
Of particular value also for the teacher or
for class reading in the higher grades is the
prose translation of ''The Song of Roland,"
issued in the "Riverside Literature Series."
Far inferior to the legends of King Arthur
and of Roland are those of Robin Hood, yet
they have their place in literature. The Meny
Men of Sherwood Forest are brave, generous,
and good-natured, though they possess no
very high order of virtue. They live in the
woods, a happy, careless, improvident life,
robbing from the rich and giving to the poor.
The stories suggest fresh air and green, growing
things, fun, ease, and freedom. The very law-
lessness of it all is quite fascinating to children
— for children are impatient of restraint, and
a heroic robber who sleeps out of doors appeals
strongly to them. No one can deny the charm
of the Robin Hood tales, yet I cannot quite
agree with those who laud them for their moral
influence. Their value is at best literary and
historic. Howard Pyle's or Eva March Tap-
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pan's book in the hands of the teacher will
supply the materials for an occasional good
story, but for supplementary reading in the
class there is other material more useful.
As for Tell, he is almost a mjiJi. His story
appears with some variations in the literatures
of Aiyan nations as widely separated as Persia
and Iceland, yet the Swiss have claimed him
so persistently, and have adorned his stoiy with
so much of circumstantial detail, that we may
perhaps admit the possibility of a popular hero
having existed among them, upon whom these
fabulous tales have been hung. Schiller has
lifted him into an important place in literature,
and whether myth or legend, the story is well
worth introducing into the school room. The
best school edition is McMuny's "WilUam
Tell," adapted to seventh grade. The story is
told in simpler form, for third or fourth grade
reading, in Scudder's "Book of Legends" and
in Baldwin's "Fifty Famous Stories."
Passing out of the realm of legend, we now
enter that of histoiy. Here the books that
should be admitted to the reading hour, as has
been already said, should include only the in-
spirational and the heroic. The sober facts
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of histoiy, the development' of the arts, the
onward march of civilization, will all be traced
in their proper order in the history dass. We
are here concerned only with the picturesque
aspects of history, and especially with that
personal element in it which falls more properly
under the head of biography.
The earUest history stories are those which
come to us from the Hebrews and are preserved
in the Bible — the biographies of Abraham,
Joseph, Samuel, David, Elijah, Daniel, and
others of the patriarchs and prophets, — Ruth,
too, and Esther, those types of exalted woman-
hood. They are simple, picturesque, inspiring,
and possessed of a deep moral influence.
Teachers who are accustomed to regard them
as the vehicle of religious instruction are often
blinded to their high Uterary value. It is too
often assumed that the child has extracted all
the good from them in Sunday-school, — but
what of the child who does not go to Sunday-
school? He is surely in special need of the
moral uplift which comes from the right por-
trayal of these grand old figures. And if the
child has learned something about them on a
Sunday, he will get new inspiration by taking
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them into his every-day work. Unfortunately,
the Bible may not be studied or even read,
in the larger part of our American schools, and
the stories and parables of the greatest moral
teacher that the world has ever known are ban-
ished from the class-room. But few school
boards are so narrow as to exclude the national
heroes of the Hebrews and admit those of the
Greeks, Romans, Germans, French, and Anglo-
Saxons. The best form in which to read these
stories is in the words of the Bible, omitting ir-
relevant and unsuitable passages. ''Old Testa-
ment Stories in Scripture Language,'' issued in
the ''Riverside Literature Series" and adapted
to fourth grade, admirably meets the require-
ments of the class-room. Baldwin's " Old Sto-
ries of the East," and Heerman's " Stories from
the Hebrew," retell the old tales picturesquely,
and are graded about the same as the "Old
Testament Stories." Guerber's "Story of the
Chosen People " presents a connected histoiy of
the Jews, and is somewhat more advanced than
any of the foregoing.
Greek and Roman history stories are often
combined with stories of the gods and of
legendary heroes, as in Shaw's "Stories of the
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Ancient Greeks,'* Harding's "Greek Grods,
Heroes, and Men," and "The City of the
Seven HiUs," and Guerber's "Story of the
Greeks " and " Story of the Romans." These
are all admirable little books and can be used
to advantage in intermediate grades. In the
grammar grades Plutarch's "laves" should be
read. Most of the school-book publishers issue
editions containing five or six of the lives,
including both Greeks and Rotnans. Of the
Greek lives, Alexander and Themistocles
may be particularly recommended, and of the
Roman, Csesar and Fabius.
Out of the mass of stories from mediseval and
modem history, special mention can only be
made of the following: Miss Hurll's lives of
Raphael and Michelangelo, which give an
excellent picture of the Renaissance in Italy,
and familiarize the pupil with the great art of
that period, Pitman's "Stories of Old France,"
Rolfe's "Tales from English History," and
"Tales from Scottish History" (taken from the
works of standard authors), Blaisdell's " Short
Stories from English History," Hawthorne's
"Grandfather's Chair" (stories from New
England history), and Blaisdell and Ball's
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"Hero Stories from American History," — all
for fifth and sixth years; Scott's "Tales of a
Grandfather" (Scottish history), FrankUn's
"Autobiography," Scudder's "G-eorge Wash-
ington," and Irving and Fiske's "Washing-
ton and his Country," for seventh and eighth
grades.
For stories covering the important epochs
of general history, there is nothing better than
Jane Andrews's "Ten Boys who laved on the
Road from Long Ago to Now" (fifth to seventh
grade). This is historical fiction rather than
history, the characters being imaginary, but
the book gives vivid pictures of the conditions
of life at different periods of the world's devel-
opment, and helps to an appreciation of all
history stories which may afterward be read.
Poems referring to picturesque events or to
heroic action are suitable for the fifth and suc-
ceeding grades. For English history, a little
book edited by Katherine Lee Bates and
Catherine Coman, entitled "English History
Told by the Poets," is excellent. For American
history, a similiar collection, including, how-
ever, prose as well as poetry. Lane and Hill's
"American History in Literature " may be used
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to advantage. ''Paul Revere's Bide" may be
read in fiftli grade, "The Courtship of Miles
Standish" and Whittier's "Mabel Martin '•
in sixth, Holmes's " Grandmother^s Story of
Bunker Hill Battle" in seventh, and "Evange-
line " in eighth. Matthews's " Poems of Amer-
ican Patriotism" is also good in seventh or
eighth. For general history, including also
l^ends, nothing is better than Gayley and
Flaherty's "Poetry of the People." This is
adapted to sixth, seventh, and eighth grades.
When we come to nature books, we find our-
selves between Scylla and Chaiybdis, Scylla
being the class of sentimental, untrustworthy,
and altogether misleading stories written by
people who know only the surface appearances
of nature, while Charybdis is that ultrasden-
tific, exact, and lifeless sort which are only
''books of knowledge." Yet there are nature
books which may fairly be classed as *' books
of power," and among them, in spite of the
criticisms and counter-criticisms which have
been bandied back and fortii between their
authors, I would place side by side the works
of Burroughs, Seton, and Loi^. Burroughs
has never been surpassed in the nicety of his
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observations and the delightful manner in
which he tells them. His best work is that
which describes Nature in her more familiar
aspects, and which leads his readers to look
sharply and sympathetically. Seton and Long,
on tiie otiier hand, find tiieir inspiration in the
wilderness, stories of which they tell with so
rare an enthusiasm that we almost feel the
shadows of the big woods and hear the splash
of the paddle in the quiet lake. And to this
group. we must add Thoreau, the first of our
New England nature writers, whose simple
spirit is one of the beautiful things in the his-
tory of American letters; and Charles Dudley
Warner, the genial essayist; and Gilbert White,
the English nature writer, who, though he wrote
more than a centuiy ago, and described a fauna
in many respects unfamiliar to us, has invested
his work with such charm that it has taken
rank as one of the littie classics of the world.
Seton's best books for school reading are
'' Krag and Johnny Bear " and " Lobo, Rag and
Vixen." Long's are perhaps "Secrets of the
Woods," "Wilderness Ways," and "Ways of
Wood-Folk," though his "Northern Trails"
and "A Littie Brother to the Bear" are not
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far behind. All of these may be used in fifth
to eighth grade. Burroughs's books available
for school use are ** Birds and Bees/' " Squineb
and Other Fur Bearers/* "Sharp Eyes," and
"A Bunch of Herbs/* These are of marked
literary value, and are adapted to perhaps one
grade higher than either the Long or Seton
books. "The Succession of Forest Trees'* is
the only one of Thoreau's essays which has
been issued in convenient form for schools.
This and Gilbert White's "Natural History of
Sdbome" cannot be used successfully earlier
than eighth grade. Charles Dudley Wamer^s
"A Hunting of the Deer" may be read in
seventh or eighth. An excellent collection of
poems of nature in two volumes, entitled
"Nature in Verse" — third to fifth grades in-
clusive — and " Poetry of the Seasons " — sixth
to eighth inclusive — compiled by Mary I.
Lovejoy, is also available.
Of travel and books on foreign lands, there
are very few adapted to school use which have
any claim to literary standing. The average
geographical reader is a volume bristling with
facts, and intended to supplement the work of
the text-book. It is useful in its place but its
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place is the geography class. Probably the
most distinctly literary treatment of foreign
life and scenes which has ever been written for
youig children is Jane Andrews's ** Seven Little
Sisters " and '' Each and All/' adapted to about
fourth grade. These books are not travels;
they are rather stories of children in other lands,
yet they are so picturesque and full of the at-
mosphere and color of the localities of which
they treat, that they may be placed in the same
class with the few reaUy good travel books.
"The Youth's Companion" has published at
di£Ferent times many excellent sketches of travel
by well-known contemporary travellers and
writers. The best of these sketches are pub-
lished in several volumes for school reading
under the titles, " The Wide World," " Northern
Europe," "Under Sunny Skies," "Toward the
Rising Sun," and " Strange Lands near Home."
They are suited to fifth and sixth grades.
If we are to devote our reading hour to the
acquisition of culture, surely a part of the time
cannot better be spent than by learning some-
thing of the meaning and message of art. For
this purpose several series of reading books have
been issued. Cyr's " Graded Art Readers" and
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Grover's "Art Literature Readers'' set before
the pupil in the early grades reproductions of
great paintings and sculptures, accompanied by
stories which give an insight into their meaning
and by anecdotes from the lives^of the artists
who produced them. Pictures appeal to the
child early, and it is pedagogically right to
emphasize the picture element in the first and
second readers, training the eye to recognize
good art.
Miss Hurll has written for the higher grades
a series of Uttle volumes on the lives and works
of the great artists. Room can be found in the
average course for but few such books, but
these few are well worth consideration. Miss
Kuril's "Raphael" and "Michelangelo" have
already been mentioned under Biography.
These two in eighth grade, preceded by her
volume on Greek sculpture in seventh grade,
would add strength to the average reading
course.
We have now reached the field of fiction —
possible realistic fiction, as distinct from the
fiction of wonderland, which has already been
considered. The first and greatest work of
fiction adapted to children is generally conceded
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to be "Robinson Crusoe/* a story which com-
bines more elements of interest to the young
than any of our other great English classics.
Adventure, shipwreck, a strange land, the mak-
ing of things with the hands, ingenious details
which give a touch of truth and vividness to
the narration, — finally the picture of a brave
man not daunted by misfortune nor overcome
by obstacles, — all this is enough to attract and
hold the interest of any child. "Robinson
Crusoe " may be read in the fourth year. Many
good teachers use it orally in earlier grades as
the basis of construction work and of conversa-
tion r^arding trades and occupations. Dr.
Charles McMurry, in his "Special Method in
Primary Reading," recommends its use in this
way in second grade. Such a treatment pre-
pares children to read the story with greater
interest and appreciation when it is put into
their hands a few years later.
Other good fiction adapted to school reading
is (1) "Heidi," a sweet story from the German
of Joanna Spyri, descriptive of Alpine life and,
later, of a little mountain girl's experiences in a
German city. Fourth and fifth grades. (2)
"Abdallah," from the French of Laboulaye.
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An Oriental tale with an element of mysteiy and
a deep moral lesson. Sixth and seventh grades.
(3) "The Nuremburg Stove" and (4) "A Dbg
of Flanders " by Mme. de la Ram^» the former
published also with several other tales by the
same author under the general title "Bimbi."
Fourth and fifth grades. (5) "Jackanapes"
and (6) "The Story of a Short Life" by Mrs.
Ewing. Two stories which always interest
children and influence them for good. Fifth
and sixth grades. (7) Lamb's "Tales from
Shakespeare," an excellent introduction to
Shakespeare's plays. Sixth or seventh grade.
(8) Brown's "Rab and his Friends" and (9)
Sewell's "Black Beauty" inspiring kindness to
animals. Sixth or seventh grade. (10) Dick-
ens's "Christmas Carol" and (11) "The
Cricket on the Hearth." Seventh and eighth
grades. (12) Hawthorne's " Tales of the White
Hills," or at least "The Great Stone Face,"
which is the finest of the collection, and which
no child should leave school without having
read. May be used in seventh grade, though
it is better in eighth. (13) Martineau's "The
Peasant and the Prince," a picture of life in
France on the eve of the French Revolution.
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Seventh and eighth grades. (14) Irving*s " Leg-
end of Sleepy Hollow," issued usually with "Rip
Van Winkle" and others of the Sketch Book es-
says. Seventh or eighth grade. (15) Hughes's
"Tom Brown at Rugby," a fine, strong story
with a thoroughly healthful influence. Eighth
grade.
There is also a class of narrative and de-
scriptive poems which may be included under
the general head of fiction and read in the last
years of -the gnunmar school. The most im-
portant are Tennyson's "Enoch Arden," Whit-
tier's "Snow Bound," and Bums's "Cotter's
Saturday Night."
We shall not consider poetry, as Ubrarians
usually do, a distinct class of literature, for our
division has been made on the basis of subject
rather than of form, and in this scheme poetry
and prose stand side by side. Bryant's Trans-
lation of the Odyssey and Lamb's "Adventures
of Ulysses " clearly belong in the same class,
though one is verse and the other prose; so,
abo, "Evangeline" and "The Peasant and the
Prince." Yet we must find or make a place for
a graded series of miscellaneous poems which
ought, for two reasons, to be included among
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SUPPLEMENTARY READING
our supplementary reading books; first, be-
cause we need in the schools more poetry than
the average series of readers supplies; and
second, because these books furnish the neces-
sary material for memorizing. We do not
need, surely, to enter a plea for poetry in the
school-room. All good teachers recognize the
importance of training the ear early to appre-
ciate the beauty of rhythm and cadence, the
musical expression of what is best and deepest
in nature and in life, for all that is best and
deepest finds its perfect expression in poetry.
The child should early be taught to read and
to love it, banning with the musical jingles of
Mother Goose in his first school year and ex-
tending to "The Cotter's Saturday Night" and
^^Thanatopsis" in the highest granmiar grade.
The best collections of short poems issued
for school reading are Miss Shute*s "Land of
Song," and Wilder and Bellamy's "Open Se-
same." Each is in three volumes, graded ac-
cording to difficulty, and covers the entire
common school course. A good general col-
lection of literary excerpts in both prose and
verse is the "Heart of Oak Books," pubUshed
in eight volumes, a book for each school year.
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The importance of memorizing a large num-
ber of the best of these short poems cannot be
overstated. The boys and girls who grow up
to manhood and womanhood possessed of a
store of the best thoughts that have ever found
human expression have at hand an inspiration
which can never be taken from them, but which
will when most needed stand them in good
stead. Who can tell how many times in after
years, when tempted or discouraged or
wavering, these thoughts will come back and
strengthen them? The song of Pippa is not
merely a poet's fancy. It is a type of the way
in which the music of a sweet or noble verse
can touch the heart and influence the life.
And who can measure the folly of allowing
children to commit to memory, for recitation,
doggerel from the newspapers or milk-and-
water lyrics from juvenile magazines, while
with the same mental effort they might be
learning something that would be to them a
joy forever ?
When we review the supplementary reading
material adapted to the grades, we find that
there is, psychologically, a time at which each
class of Uterature appeals to the child with the
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SUPPLEMENTARY READING
greatest force. In the earliest grades folk-
lore and fable supply the natural mental food;
soon afterward myths, then legends, which
merge at length into biography and hist'>ry.
The reading matter should be varied, and no
one year entirely devoted to a single subject,
else it will become monotonous; yet the wise
teacher will give prominence always to the sub-
ject which is particularly suited to the stage of
the pupil's mental development.
A tabular view will help to make clear this
adaptation of subject to the developing inter-
ests and abilities of the child:
1st Grade: FOLK-LORE* (including Rhymes, Fables,
Myths, and Wonder Stories). Stories of
Children, Animal Stories, Pictures.
2d Grade: FABLES. Wonder Stories, Myths, Rhymes,
Stories of Children, Animal Stories, Pic-
tures.
8d Grade: WONDER OTORIES. Myths, Fables,
Legends, Stories of Children, Animal Sto-
ries, Short Poems, Pictures.
4th Grade: MYTHS. Legends, Wonder Stories, Biog-
raphy, Fiction, Animal and Nature Sto-
ries, Travels, Short Poems.
5th Grade: LEGENDS. Myths, Wonder Stories, Biog-
raphy, History, Fiction, Nature Stories,
Travels, Short Poems.
* The important subject is in capitals,
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6tfa Grade: BIOGRAPHY. Histcny, Fiction, Trai^ls*
Nature Stories, Legends, Myths, Wonder
Stories, Short Poems.
7th Grade: HISTORY. Biography, Fiction, Travds,
Nature Stories, Legends, Myths, Short
Poems.
8th Grade: FICTION. Poetiy, History, Biography, Na-
ture Stories, General Literature.
This table corresponds with the development
of the child's mind» and represents an orderly
progression to the dose of the seventh year.
The subjects to be emphasized during the
eighth year are more largely a matter of choice.
In the foregoing discussion, nothing has been
said of method. Normal institutes, teachers'
associations, and educational journals have
given this subject so much attention that the
average teacher is perhaps in danger of having
too much method rather than too little. It may
be said, however, that the teacher of inter-
mediate or grammar grades who requires no
supplementary reading to be done outside of the
school-room will not be able to give her pupils
any considerable acquaintance with Uterature.
No other subject is so well suited for home work.
If the pupil reads the lesson outside of school,
the class period can be devoted to conversation
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about the lesson, to the intermve reading of the
most significant portions of it, — the only way
in which average boys and girls can be made to
get the full meaning out of what they have
read. In the primary grades the case is other-
wise. There the work must be done in the
school-room and much of it by means of
story-telling. The pupil's abihty to understand
far exceeds, at this stage, his ability to read,
and the teacher should supply a wider thought
element by telling and occasionally reading
stories which the child is unable to read him-
self. The grading which has been suggested
for books mentioned in this chapter refers to the
pupil's reading. Books adapted to reading in
the higher grades furnish material for primary
stories, which the active teacher will not be
slow to appropriate and use. Other books
helpful to teachers are named in the Appendix.
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CHAPTER VI
THE SCHOOL LIBRARY
THE school library forms a strong bond
between the school and the home. It
coordinates the child's home reading with
his school work and adds to the efficiency of
both. In homes of ignorance, where there are
no books, it affords a substitute for the home
library, and in homes of poverty, where the
library is small, it widens the Uterary horizon.
It assumes the most important function of the
parent when the parent is incompetent. It is
both an inspiration to right living and a means
of culture, for it shows the child through what
means great and good men have become great
and good; how honesty, purity, gentleness,
and temperance sweeten and glorify life. It
sets before him high ideals not impossible of
attainment. It tells him the story of this old
world of ours, opens his eyes to the wonders of
nature, and demonstrates the goodness of God.
Then, too, its leavening influence touches the
parents. It reaches thus into the dark comers
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of society and brings to many a discouraged,
hard-worked father and mother an inteUectual
stimulus and the vision of a fuller life. Men
and women who have almost forgotten how to
read, and who in their own childhood never
had good books, take up the volumes which
their boys and girls bring home from school
and get a glimpse into a world where all is not
expressed in terms of dollars and cents.
Most people assent to the importance of the
school library, but do not seem to realize that
its value depends wholly upon the selection of its
books. I have seen school libraries which were
actually harmful because so dull that they
created in the child a prejudice against all
sorts of libraries from that time forth. I have
seen others selected by incompetent teachers,
which contained quite as much trash as good
reading matter — Ohver Optic books side by
side with Motley's histories, Henty jostUng
Shakespeare. The selection of a school Ubrary
requires expert judgment, and the teacher
cannot make up a Ust from publishers' cata-
logues, not knowing the books he is ordering,
and be at all sure that he has selected what his
pupils need.
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Public library commissions and State Super-
intendents in many of the States have pre-
pared school library lists to assist teachers in
their choice; pupils' reading circles have pub-
lished the titles of their adopted books extending
back over a period of years and representing a
careful selection from the best literature for chil-
dren; children's librarians have issued sug-
-gestive catalogues — the best of which are those
of Miss Hewins of the Hartford Public Library,
Misses Prentice and Power of Cleveland, and
the children's catalogue of the Boston Public
Library; specialists in children's literature have
added their contributions to the bibliography
of the subject; but after the use of all these
helps there is still the problem of selecting
from a large number of reasonably good books
those whch are best, or which best meet the
requirements of a given school.
In the rural districts — and in many towns
and villages as well — the teacher or school
board is met at this point by the itinerant
agent of some school supply company with the
oflfer of a library of fifty volumes for fifty dol-
lars, or forty volumes for forty dollars, or some
equally liberal proposition. The books are
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THE SCHOOL LIBRARY
** elegantly bound in unifonn style^ with gilt
tops, and an expensive oak case fiee/* After
stripping the proposition of its affluent fancy
— and obscure English — and reducing it to
plain facts, it is found that the fifty volumes
are mostly non-copyright fiction, printed on a
gray-white paper which turns yellow at the
edges after a few months' exposure to the lights
and from well-worn plates, the capitals being
innocent of comers and the e's and s's filled
with printer's ink, while horrid gaps appear in
the midst of words which have a reasonable
claim to continuity. The bindings are showy
and weak, and the books fall to pieces after a
few months' wear. The titles are alphabeti-
cally arranged from ^* Adam Bede " to ** Woman
in White," the oak case is a rough but highly
varnished affair costing perhaps forty or fifty
cents to manufacture, and the books are such
as are printed for the consumption of depart-
ment store buyers, who find ihem constantly
on the bargain counters, ^'marked down to 48
cents," and sometimes even cheaper. In one
case which recently came under my notice, as
an incentive to school-room decoration a beauti-
ful picture in a ''massive solid gilt frame" was
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offered with the library. The ^'solid gilt frame''
was, as might be expected, a delusion; as for
the picture — I spare you a description of its
horrors. This is not a fanciful story, but a
plain statement of the manner in which rural
and village school boards in some of our West-
em States are solicited to purchase libraries,
and in which, alas, many do purchase them.
A good school Ubrary may begin in a very
small way. Twenty well-selected books are
more valuable than a hundred carelessly
selected ones, and the need of economy is often
a real advantage, since it makes the teacher
distinguish more carefully between the essen-
tial books and those which are only useful. A
good Ubrary is a growth. It is never com-
pleted, and is often more valuable when it
has gained by slow accretions the volumes that
have been found to be indispensable to it than
when it has sprung into being like Pallas, fully
equipped and ready to do business.
Buy well-made books. Some people can-
not understand why books issued Jby reputable
publishers and dressed in very modest bind-
ings should cost more than the department-
store variety, with their wealth of ornamental
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stamping and their ^'fool's gold" decorations.
But the teacher who has admitted the latter
dass of volumes into a school library knows,
having learned by experience that a well-made
book is cheaper than a flimsy one» even though
its first cost be twice as great. It should be a
part of the education of every boy and girl not
only to know the difference between a noble
book and a common one, but also between an
honestly made book and one made to deceive.
Especially should the books of a school libraiy
conform to the mechanical standard which
Ruskin demanded, — ''printed in excellent
form, for li just price; but not in any vile,
vulgar, or, by reason of smallness of type,
physically injurious form, at a vile price. For
we none of us need many books and those
which we need ought to be clearly printed, on
the best paper, and strongly bound."
It is perhaps unnecessary to urge the teacher
to beware of donations, — dead books which
are generously bestowed upon the school library
because they are of no further use to anybody.
There is a current notion that the scope of a
library is laige enough to include any book, not
absolutely immoral, which contains informa-
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CHILDREN'S BEADING
tion. Of the laige public library this is per-
haps true, but the school library should be a
working Ubraiy and eveiy book in it alive.
Nothing quenches the pupils' interest so
quickly as an array of dry, unreadable, for-
bidding volumes. Throw them out !
The sbhool library has, in its relation to the
pupil, a two-fold use : (1) it supplies good books
for home reading — either such as appeal to
the pupils' individual tastes, or such as are
recommended by the teacher to amplify the
work of the class, and (2) it affords in the
school-room an opportunity to get information
on specific topics. Every good school library
fulfils these two functions, and thus embraces
both a circulating and a reference library.
The foundation of the circulating section of
the Ubrary should be the ** books of power"
which have been already suggested for the home
library and for supplementary reading in the
school. As the school Ubrary in its broadest
sense includes all sets of books owned by the
school and used for supplementary reading,
there need be no dupUcation. The. Ubrary
simply extends the range and amount of this
Uterary material, providing more than is neces-
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saiy for the work of the reading dass and
stimulating the child to f oQow up his acquaint-
ance with the great masters of English prose
and poetry to whom he has been introduced
in the school-room.
In addition to tl^s literaiy foundation, the
circulating section of the library should provide
good reading books on science, nature, geog-
raphy, history, and kindred branches — ^'books
of knowledge " — which will add to the interest
and value of the daily lesson and give to the
pupil a wider outlook. Here belong such
books as Tyndall's "Forms of Water," Inger-
soll's "Book of the Ocean," Grant Allen's
"Story of the Plants," Ball's "Starland," Jor-
dan's "Science Sketches," Livingstone's "Last
Journals," all of which not only extend but
enliven and make more effective the material
of the text-books. A suggestive list of several
hundred books adapted to school Ubraries will
be found in the Appendix to the present volume.
The reference section of the hbrary is equally
important. It is the laboratory where the
pupil investigates literature and history and
geography, using cydopsedias instead of test
tubes and books instead of batteries. Eveiy
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CHILDREN'S READING
teacher knows that the knowledge which a
child discovers is worth twice that which is
given to him in his text-book, cut up and par-
tially predigested. So the reference library
has come to be a sine qua non in modem edu-
cation, and the fuller and more usable it is
the more deep and sure will be the foundations
provided for the pupil's knowledge.
The reference hbrary should contain, first
of all, good dictionaries — more than one — a
Webster's International, Webster's Imperial,
Standard, or Worcester's, and by aU means a
Century if the funds will permit ; for the Century
gives more fully and exactly than any other
dictionary the origin, the history, the organism
of words, — and of all that a pupil learns at
school the one thing that marks his degree of
culture is his knowledge of words, his ability
to use them rightly, to know them intimately,
to distinguish between so-caUed synonymous
words which mean quite diflferent things. Most
words are full of a significance that the un-
educated person never feels, and in proportion
as one recognizes these finer meanings will he
be able to appreciate the highest literature.
Besides the dictionaries, Roget's "Thesaurus
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THE SCHOOL LIBRARY
of English Words'* and Crabbe's "English
Synonymes** are of great value in giving the
pupil this ability to make and to understand
fine distinctions.
Then come encyclopssdias, the most useful of
which we beUeve to be the New International.
This covers a wide range of subjects, provides
enough information but not too much, is exact,
authoritative and, withal, exceedingly well writ-
ten. If a second set can be purchased, it may
be well to get the Britannica ; but the Britannica
is so full that the average child who consults
it loses himself in its detailed and technical
information and misses the salient fact for
which he is seeking. Lippincott's "Gazetteer
of the World " is almost a necessity, and Lip-
pincott's "Biographical Dictionary" is useful,
though much of its information is to be found
in the dictionaries and encyclopaedias. The
best biographical dictionaries of living men and
women are "Who's Who in America," and
"Who's Who" (English), which should be re-
placed by new editions every three or four years,
or as often as issued. A few good histories of
the Eastern nations, Greece, Rome, France,
Germany, England, and the United States; a
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standard geography, like Mill's ''Interna-
tional"; a historical atlas — Labberton's is
perhaps the best; a group of practical science
books which will enable children to identify the
flowers, birds, and butterflies; a simple reference
book on art, such as Hoyt's "World's Painters
and their Kctures," and on mythology, as Bul-
finch's "Age of Fable," or, better, Gayley's
" Classic Myths in English Literature " ; finally,
a book of familiar quotations — Bartlett's, by
all means, and a year book of current knowl-
edge — either the " New York World's " or the
"Chicago Daily News'" annual almanac, —
these form the nucleus of a reference library
which may be extended as the needs of the
pupils demand and as the available library
funds permit. A fuller hst is suggested in the
Appendix.
But with the finest possible collection of
books the school library problem is only half
solved. The pupil must be taught to use the
library, else it has entirely failed of its purpose.
There are unfortunately some schools in which
the pupil, like the youth in the Arabian tale,
has treasures of priceless value just before
him, but cannot reach them because he does
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THE SCHOOL LIBRARV
not know the talisman which can open the
door. More than a half-centuiy ago, Emer-
son, with his prophetic insight, voiced the need
of a professorship of books, — of the employ-
ment of men or women in our colleges to teach
the student how to unlock these treasures,
where to go for instant information on any
given subject, and whom to trust as guides.
This need is now met in some of our collies
and in a few secondary schools by reference
librarians, who help the students in their
researches and in some cases give them talks
on the use of the card catalogue, Poole 's Index,
encydopsedias and dictionaries, systems of
classification, and whatever else may tend to
make them familiar with the library and per-
fectly at home in it. In the graded schools,
too, much excellent work has been done by
the children's librarians of the great public
libraries, who visit the school-rooms at the
teacher's invitation and talk to the pupils
familiarly about books and how to use them.
To leain how to read and to get the most
out of books is the important thing in our
school training. Carlyle has said: ^'U we
think of it, all that a university, or final highest
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school can do for us, is still but what the first
school began doing, — teach us to read. We
learn to ready in various languages, in various
sciences; we learn the alphabet and letters of
all manner of books. But the place where wo
are to get knowledge, even theoretic knowl
edge, is the books themselves! It depends on.
what we read, after all manner of. professors
have done their best for us. The true univer-
sity of these days is a collection of books."
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A
CHAPTER Vn
THE PUBLIC LIBRARY
ROOM in the sunniest comer of the
library building, ample shelves well
stocked with books, low tables around which sit
a score of children reading, whilst a sweet-faced
woman helps them find the books they want and
introduces them to the world of the great and
wise, finally, an atmosphere of peace in which
the hurly-burly of the outside world finds no
place — this is what the public library is giving
to the children.
It was not so very long ago that children in
the public libraries, like dogs in the parks,
were unwelcome unless kept in leash by a
responsible attendant. If one of tender years
happened to stray into those awful precincts
alone, he was gently but firmly shown to the
door and told to run away. But all this is
changed now, and some of our public library
authorities are raising the question whether
the children are not getting more than their just
share of attention, to the neglect of their elders.
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**The stoiy hour," which has come to be
a recognized institution in our best public
libraries, is doing as much as any other library
influence to interest children in good reading.
A certain period is set aside, sometimes regu-
larly each week, sometimes on special occasions
or holidays, when the children's librarian, or
an expert story-teller from without, who has
both sympathy and discrimination, gathers
the children about her and tells them the tales
that fonn the basis of our best literature. Lis-
tening to stories is the natural approach to
reading from books, and is the first step toward
the acquisition of culture.
But it is not only in the reading-room that
children are made to know and to love books.
As Mahomet to the mountain, so the library
goes to. the child, if the child will not come to
it. The idea of the peripatetic library — the
*' travelling library " as it is now generally called
— is in line with modem progress. In these
twentieth century days space has been anni-
hilated by rail and steam, inertia has been over-
come, locality has been destroyed, the world
is on wheels. The conunerdal traveller brings
his samples to the country merchant, takes
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THE PUBLIC LIBRARY
his order, and sends his goods in an
incredibly short interval of time; the uni-
versity lecturer delivers six parallel courses
of lectures in six States and appears at each
point regularly once a week; the political orator
addresses a crowd from the rear platform of
his special car, and almost before the words of
his parting injunction have faded away is in the
next town urging another audience to vote
for Smith and defeat the rascal Jones; even
churches are built in railroad coaches, the
itinerant evangelist ministering to a dozen
charges and bringing his house of worship
with him. What then so natural in these days
of locomotion as the travelling library?
We are probably indebted to the Scotch for
the germ which has developed into this impor-
tant system of book distribution. Early in
the last century — in 1810 I believe it was — a
collection of religious tracts was circulated. in
Scotland, augment^ a few years later by
books of standard literature and science.
These ** itinerant libraries," so-called, flourished
for more than two decades but finally died
of inanition. Thirty years after their dis-
appearance Australia developed a peripatetic
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CHILDREN'S READING
system, and somewhat later the Universities
of Oxford and Cambridge sent out university
extension libraries; but the travelling library
in this country dates from 1889 and owes its
origin to Mr. Melvil Dewey, director of the
New York State Library, at Albany.
The travelling library is simply an extension
of the State library, or in some cases, as in Wis-
consin, of the county Kbrary, — twenty-five,
or fifty, or a hundred books being sent out at
a time and entrusted for three months or six
months to the care of a responsible person,
who becomes a local or sub-Ubrarian. This
local librarian loans the books to children as
well as to adults, under a simple code of regu-
lations, returning the entire library when it
has served its purpose and receiving in ex-
change a new selection of books, thus keeping
alive the interest of the readers and stimula-
ting them to read. Stations are estabUshed
in village shops and post-offices, often in
farm houses at some distance from the towns
but conveniently located with reference to the
rural population. In a number of States trav-
elling librarians are employed. The travelling
librarian is a real Uterary evangelist, preaching
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THE PUBLIC LIBRARY
the gospel of good books. He strengthens the
hands of the local librarian, revives the
flagging interest, establishes new centres,
and carries light into the dark places. What
a field of usefulness is open to him! Coming
into personal contact with hundreds of people,
young and old, to whom the world of books
is a terra incognita, he rescues many a countiy
youth from intellectual starvation, fans in some
the spark which shall kindle into genius, and
in others not so gifted stimulates the intelli-
gent use of the powers which they possess, in-
suring at least better crops and broader citizen-
ship.
The transportation of the libraries from place
to place offers a problem which each State is
working out for itself. In some locoJities, not-
ably in the South, the railroads, recognizing
the philanthropy of the idea which underlies
this library movement, are shipping the libra-
ries without charge. In other parts of the
country the local centre pays a nominal amount
to cover the cost of freight. Mr. Dewey
strongly advocates, and has already put into
commission in New York, a type of library
wagon driven by a trained librarian, who, after
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the maimer of the religious colporter of a
former generation, goes from station to station,
carrying his books with him.
The children have a large share in the travel-
ling Ubrary. In most Ubraries from one-fourth
to one-third of the books are adapted particu-
larly to children's use, and children are among
the most devoted readers. In a small village in
New York State a girl of thirteen recently
drew from a travelling Ubrary during the six
months of its stay thirty-two books. A boy
of fifteen drew twenty-five books. The statis-
tics at other points show an interest almost as
great.
Several of our laige city libraries, notably
the Cam^e Library of Pittsburgh and the New
York City public Ubrary, have adapted the
travelling system to urban conditions and are
sending out into the tenements trained chil-
dren's Ubrarians, bearing good books. The
books, in libraries containing from twelve to
tw^ity volumes, known as "'home libraries,"
are placed in the hands of certain famiUes, who
agree to take care of them for a specified time
and to loan them to such neighbors as may
wish to read* Little circles are thus formed
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— for the most part of children, though grown-
up members of the families join in them, too.
The Ubrary visitor comes once a week and
talks to them, tells them stories — such stories
as are told to the library children during the
" story hour." Then she makes the connection
between the story and the book, taking a volume
from the case, and reading a few interesting
pages from it. After a friendly hour she goes
away, leaving the seed to germinate. When
one set of books has been read through she
brings a new set and takes the old ones back —
very dirty, probably, but the dty can well af-
ford to bum them and buy more, for the books
are making citizens, and these children who are
learning to read good literature will not need
so many poUcemen to look after them a few
years hence, thanks to the Ubrary visitor.
Nor does this beautiful and far-reaching
philanthropy stop with the reading of books.
The Ubrary worker gains the confidence of
parents as well as of children. She learns the
troubles and discouragements of the lower
strata of society, and is able to give help. She
does much of the work usually accomplished
by the ** friendly visitor" of the charitable
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CHILDREN'S READING
organizations, and does it more e£Fectiyely,
for the unfortunate ones who are most in
need of aid and sympathy are shy in the
presence of charity and often suspicious of
the church.
Another important movement in library ex-
tension has to do with the placing of libraries
in the schools, its aim being to bring into accord
the work of the two great educational influences
of the present age, the public library and the
public school. When one stops to consider
the many points at which the work of the
librarian and the teacher overlap, it will be
seen that a great saving of energy and an
enormous gain in efficiency must result from
this union. The function of the library is to
put the right book into the right hands — not
only into the hands that are outstretched for
it but into those in which it will do good. The
librarian, busied with the details of adminis-
trative work, purchasing, classifying, cata-
loguing, keeping in order, though she may have
— and must have — sympathy with the chil-
dren who frequent the library, cannot come
into that close relationship with them which
is enjoyed by the teacher, who has them with
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THE PUBLIC LIBRARY
her six hours in every day, Sundays and holi-
days excepted, who directs their intellectual
progress, and who comes to know their needs
more intelligently and often more sympathet-
ically than even the parent.
These considerations have led to the devel-
opment of a system in which the public library
places its resources at the command of the
schools, the librarian giving of her practical
knowledge of the books, and the teacher of
her knowledge of the child. The librarian
visits the school and talks to the children, tells
them how to *'find things" in books, tells the
younger ones a few good classic stories and
suggests where they may find others, tells the
older ones how to use a card catalogue, how
to run down a reference, where to find good
material to help them in their histoiy and
geography. The teacher makes individual ap-
plication of the Ubrarian's generalities and fits
a particular book to a particular want. The
librarian is the specialist; she has at her fingers'
ends the entire Materia Medica of the Ubraiy,
and is skilled in the uses^of all sorts of books;
but the teacher is famiUar with the child's
constitution and habits, a sort of knowledge
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CHILDREN'S KEADiNa
quite as important. Consultation of this sort is
in line with modem practice and is yielding pro-
nounced results in school-rooms where it has
been tried. The books are supplied from the
school libraiy, so far as the school library can
meet the demand; but beyond that point the
public library is drawn upon and o£Fers from
its greater resources a wide range of reference
material and books on special subjects appro-
priate either to the work of the class or to the
celebration of the annual festivals and the
birthdays of great men and women. These
books are sent to the school-room for reference
or distribution, and the school is thus made in
e£Fect a branch library, or, if you please, a
travelling library station.
If the public library is convenient to the
school — and in villages it always should be —
the reference work is often best done in the
library itself. This method has the double
advantage of affording a quiet place in which
the pupil may work without distraction, and
of familiarizing him with the library — helping
him to acquire the "library habit." If the
alliance of school and library accomplished
nothing beyond this, it would be well worth
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all the e£Forts that have been put forth in its
behalf.
The object sought by both librarian and
teacher is the culture of the child — particu-
larly the development in him of a discrimina-
ting love of books, for this is the straight road
to culture. The child is placed by law under
the influence of the teacher during just those
years when, if ever, the reading habit is formed
and the trend given which determines the
child's intellectual life. It is a critical period,
and no agency should be overlooked which can
contribute toward the end in view.
In such ways as these the public library is
reaching out after the children. In the coim-
tiy farm-house, in the city tenement, and in the
school-room, as well as under its own roof -tree,
it is bringing to them the knowledge of a great
new world — a world of opportunity, of en-
couragement, of delight. It is extending their
vision over distant lands and bygone centuries,
acquainting them with the secrets of nature
and the mysteries of science, opening their
hearts to the sweet influences of poetry, and
pointing out to them the path of righteousness
and truth.
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CHAPTER Vm
THE SUNDAY-SCHOOL UBRABY
OLD Richard de Bury, writing his "Philo-
biblion/' more than five centuries ago»
quaintiy apostrophizes books: *'0 books! Ye
are the golden pots in which manna is stored
and rocks flowing with honey, nay, combs of
honey, most plenteous udders of the milk of
life, gamers ever full; ye are the tree of life-
and the fourfold river of Paradise. Ye are
the stones of testimony and the pitchers hold-
ing the lamps of Gideon, the scrip of David
from which the smoothest stones are taken for
the slaying of GoUath. Ye are the golden
vessels of the temple, the arms of the soldiers
of the Church, with which to quench all the
fiery darts of the wicked."
Richard de Buiy's libraiy was, no doubt,
largely theological in its scope — as became a
worthy churchman. There were, of course,
copies of the Greek and Latin classics and a
sprinkling of the more frivolous poets, which
he excuses as being, on the whole, not antag-
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THE SUNDAY^CHOOL LIBRARY
onistic to truth, because a man '"may make
of any subject, obserymg the limitations of
virtue, a study acceptable to Gk>d." But as
during the Dark Ages, the monasteries were
the houses of learning, and as monks were the
writers as well as the copyists of books, it was
inevitable that literature should take on a
religious hue and that its function should be
r^arded as particularly to strengthen the faith,
and, as the good bishop put it, ^to quench the
fiery darts of the wicked."
More than four hundred years after Richard
de Buiy's expression r^arding the use of books,
the Sunday-school libraiy came into being, —
and it is surprising to note how little change
had taken place in the Church's conception of
literature. Books were published, it is true,
which were merely entertaining, and some few
which were both entertaining and ennobling,
but the founders of the Sunday-school library
frowned upon them, feeling that the books
which the Church o£Fered to her children should
be religious books, — nothing else. This feel-
ing resulted in a class of juvenile literature
which was unspeakably dreary; and not only
dreary, but puerile as well, for its authors
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CHILDREN'S READING
found it necessaij to dilute their theology and
administer it for the most part in stoiy
form» in order to induce the child to read it at
all.
This religious fiction was sharply distin-
guished from an conmion or profane fiction and
showed, with some variations, piety triumphant
and the sinner punished. The earliest Sunday-
school literature was more or less sectarian,
each denomination through its accredited pub-
lishing house issuing its own books and holding
itself responsible for the strict orthodoxy of its
output. Later, this idea gave way to the
broader view that mooted points of theology
should be excluded from Sunday-school litera-
ture — a plan which made the books a trifle
less heavy, but did not alter their other char-
acteristics. The heroes and heroines were still
pretematurally pious and generally died ypung.
Their pleasures were unworldly, and their en-
thusiasms were of that spiritual sort which no
healthy boy or girl can understand. I remem-
ber how in my childhood I disliked them —
how I feared to be too good lest I might in
some faint way resemble them and might, like
them, be marked for early death.
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It was soon discovered that this literature
had failed in its object, because no normal child
would read it except upon compulsion, and
having read it, was likely to be driven into an
attitude of hostility to the things which it set
forth. The conception of the Sunday-school
library then underwent a change. It was sec-
ularized, and from being an e£Fort at religious
training it became merely a sort of lure, like
the reward-of-merit card, the prize book, and
the Sunday-school picnic. Oliver Optic and
Henty displaced the pious stories of earlier
years and Huckleberry Finn became a popular
favorite. For a time this new idea of the Sun-
day-school Ubrary accomplished, its purpose,
but as the public library, growing in popularity
and influence and extending along the same
lines, has been able to place a fuller and better
class of books within reach of children every-
where, the library in the Sunday school has
finally lost its power to attract, and has found
no longer an excuse for being. Thus we hear
of the passing of the Sunday-school library,
and many eminent Sunday-school workers and
speakers have sung its requiem.
For my part, I believe there is still a place
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for it. It will not be the library of the former
generation with its cant and artificiality, nor
that of the present generation with its sensa-
tionalism» but a library of pure, good literature
at once attractive and ennobling — a literature
which shall assist in the work of the Sunday
school by teaching better morals and advancing
higher ideals; and an important division of it
shall be devoted frankly to subjects connected
more or less intimately with the study of the
Bible.
Will you serve with us, kind reader, on a
committee entrusted with the reorganization of
a libraiy along such Unes as we have indicated ?
The destructive work must precede the con-
structive, and win prove quite stimulating, we
are sure, for man is naturally a destructive
animal, never quite outgrowing the joy of
smashing things; and to be turned into an
average collection of Sunday-school books with
a free hand causes all one's savage instincts to
rise up and take possession of him.
Upon what, then, shall we first lay violent
hands ? There is that long Une of "Elsie books,"
with their vapid sentimentality, tracing the
heroine from early childhood to old age and
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continumg the baneful succession through her
children, grandchildren, and various kin. She
is taken east, west, north, and south, to the
World's Pair, to Nantucket, to — Heaven knows
where. There are thirty-five volumes of the
stu£F, including those devoted to " Mildred,'* a
friend of Elsie's, who also grows up, is married,
and has children expressly to provide material
for more volumes. This is probably the most
useless lumber that we shall find in the library.
Into the dust-bin with it!
Then there are the " Prudy ** books by Sophie
May, intended for somewhat younger readers.
Shall they share the same fate ? Perhaps you
suggest that they are interesting to small chil-
dren, rather bright — in spots — and really do
no harm. Faint praise, it must be confessed,
and yet not altogether warranted. Por while
one or two volumes of this sort may furnish
innocent diversion, what shall we say of thirty ?
Children are fond of them, no doubt. So are
they fond of pie, but pie in unlimited quantities
is generally held to be inferior to bread as an
article of diet. The most remarkable feature
of both the Prudy and the Elsie books is their
persistent continuity. Each volume contains
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the germ of another^ suggesting those cleveily
made nests of boxes devised, we believe, by the
Japanese, each box of which on being opened
discloses another within, a little smaller, until
the investigator reaches one so tiny as to seem
scarcely worth opening at all. Yet he has not
reached the end! It is wonderful how long it
is before he does reach it.
That shel£Pul of books with worn bindings,
indicative of much use, are the Oliver Optic
output, the delight of two generations of boys.
The writer was recently asked for an opinion
as to whether these books are harmless, and at
first was inclined to deal leniently with them.
I remembered a small boy who some thirty
years ago or more — I will not say how many
more — read them and named his dogs and
rabbits, — yes, and even insensate spools — after
their heroes, and acted out the glorious fights
of Waddy Wimpleton and Tommy Toppleton,
or shut up the vicious Shuffles in the brig of
the Young America. I remembered how he
squandered the small earnings of several weeks
to hear their accomplished author in a public
reading, and actually shook hands with him
after it, and went away with a sense of awe
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greater than if he had touched the hand of
royalty. Many men of the present generation
have that kindly feeling for Mr. Adams which
is bom of boyish men^ories. But have you
ever reread one of his books since your peg-top
days ? I did, as an experiment, partly in the
interest -of literature and partly, I confess, with
a hope that I might feel again one of those
rare thrills that used to come with the reading
of them — but I did not finish the book. I
stopped midway with that sense of mingled
sorrow and humiliation which often follows the
disillusionment of a first 4ove. Seen in the
light of maturer judgment, these heroes of Mr.
Adams's are tawdry enough, and their declama-
tions suggestive of cheap melodrama. The best
that can be said of the Optic books is that they
are not inunoral; as for their Uteraiy quality,
they are the veriest claptrap. In number they
are imposing, there being by actual count one
hundred seventeen of them. What can be
expected from a writer, of very moderate abil-
ity, who chooses to spread his energy over so
wide a space ?
A successful rival of Oliver Optic for the
favor of the present generation of boys is
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Geoige A. Henty, the English war correspond-
ent. He has written only seventy-three books,
and is therefore not entitled to quite the con-
sideration due to the achievements of his some-
what elder American contemporary. Yet in his
seventy-three volumes he has given us consider-
ably more bloodshed than we find in Oliver
Optic's one hundred seventeen. He fairly revels
in gore. His admirers point to the fact that he
b writing histoiy, and therefore finds it neces-
sary to introduce a quantity of slaughter; but
histoiy is not all slaughter, and boys will grow
up into more peaceful citizens if they have
rather less of that sort of thing. With Henty,
history is only a backgroimd for a stoiy, and
often, as he portrays it, not a very consistent or
truthful background. From "The Cat of Bu-
bastes" to Buller's campaign in South Africa,
he touches almost every period, but his best
books are those describing the modem English
warfare, of which he himself was an eye-witness
and about which he is therefore competent to
speak.
We now reach the Reverend E. P. Roe's
novels, once in high repute for Sunday-school
libraries and much read by those who abstain
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from ordinary fiction, deeming it trivial, but
who feel justified in taking deep draughts of
this particular sort because of its religious
stimulus. Mr. Roe's books belong to that
dass of fiction the heroines of which Miss
ReppUer has happily described as '^dividing
their time impartially between flirting and
praying, between indiscriminate kisses and
passionate searching for light." Now, no rea-
sonable person can object to a good, frank love
story, such a stoiy, for example, as "The Bride
of Lammermoor" or "Loma Doone"; but
your stories in which religion is used as a mask
for love-making, or in which love-making is
employed as a sugar-coating for a sermon, are
bad, and the sooner we throw them out the
better.
As for Miss Rosa Nouchette Carey, there
is little in her volumes worth the reading.
Miss Wetherell and Miss Amanda Douglas I
place, on good authority, in the same class.
I have not read their books. In view of the
brevity of life and the fact that there is more
good literature in print than I can ever hope to
acquire, I have followed Bacon's suggestion
and have been content with reading a. few
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of these yolumes by deputy — with much
sympathy, be it said, for the deputy.
But, happily, there is a pleasanter side to
this discussion. It is the constructive side.
Having disposed of the rubbish, what shall we
put in our library ?
First of all, books that help to build char-
acter. By this we do not mean formally
religious or formally moral books, or, in fact,
any formal sort of books whatever. The
moral influence of a book is like the fragrance
of a flower. It is intangible. A moral which
obtrudes itself repels a child. He must not
know that there is in the book a sermon for
him. It is better that the author who writes
it shall not know. But a good man or woman
writing for children — and writing with judg-
ment and literary skill — cannot any more help
making a morally helpful book than he can
help influencing morally the people with whom
he comes in contact. He will unconsciously
write himself into his work.
Many books have been written, like those of
a former generation already referred to, which
are exceedingly moral, yet which fail of any in-
fluence because they are so insufferably dull.
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Therefore the second qualification of a good
Sunday-school book is that it shall be interest-
ing, — interesting not so much to the book-
worm who will read anything, but to the normal
child who likes life and action and who will not
read any book in which he does not find them.
The third qualification is that the book shall
have literaiy merit, — that it shall be a reed
book, not a clumsy imitation of one. Charles
Lamb in one of his essays writes: "I confess
that it moves my spleen to see these things in
books^ clothing perched upon shelves like false
saints, usurpers of true shrines.*' There are
many books written to instruct or to entertain
the young which fall into Lamb's classification
of Mblia a-biblia, together with "court calen-
dars, almanacs, draught-boards bound and
lettered at the back *Paley's Moral Philo-
sophy;' '* etc. They are not books in the liter-
ary sense; there is nothing Uterary about them.
Their authors presume upon the all-embracing
appetite of childhood, and think that the young
reader will not know that he is being cheated.
They are like the man who fed bricks to the
ostrich. The ostrich ate them thankfully, but
they did not agree with him, and he died.
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Now, it may not be the function of the Sun-
day school to teach literature, — aside from the
literature of the Bible,— but in teaching morals
and religion it cannot afford to ignore anything
that will minister to the child's complete
development; least of all can it afford to give
him that which will weaken one of his finest
faculties. The German government requires
that its army officers visit the art galleries and
go to the opera a reasonable number of times
each year. This is not to make them better
soldiers, but to make them better men. Surely,
the aim of the Simday school should not be less
inclusive.
These, then, are the three requisites of a
good Sunday-school book: moral influence,
interest, and literary strength. It may be
aigued that these are also the requisites of
a good public library book for children, or
of a good school library book. In a broad
sense this is true, but the Sunday-school library
should emphasize somewhat more strongly the
moral element and give less attention, except
in the department of Bible study, to the merely
informational.
Fiction there should be, and plenty of it,
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provided only it is strong and true. For the
older readers, Scott and Thackeray and Dickens
and Greoige Eliot; for the younger, the standard
stories already mentioned as suitable for school
and home. I think the Sunday-school book
which impressed me most as a boy was Edward
Everett Hale's "In His Name," a strong and
beautiful story of the Waldenses. This is a
type of the best fiction for young people, a
book that leaves with one a sense of the beauty
of righteousness, that strengthens faith, that
gives to life a fuller and a deeper meaning, and
that brings one a little nearer to the Author of
life.
Other works not so religious in spirit have a
similar effect. Miss Alcott's " Little Women "
and " Little Men " exercise a profound influence
for good by showing the charm of a pure,
healthy, joyous home life. It cannot, perhaps,
be expected that all of Miss Alcott's stories
should be as good as these, but "The Old-
Fashioned Girl " is not far behind them.
Susan Coolidge has written a few good books
and others not so good. Her ''Katy Did"
books start well, but her last title, ''What
Katy Did Next," is a naive admission of an
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exhausted inventive faculty. She finishes her
heroine in three books, and deserves credit for
not dragging her through six.
Mrs. Burnett's "Little Lord Fauntleroy"
and "The Little Princess" (the revised version
of "Sara Crewe") are interesting and helpful;
so are Mrs. Dodge's "Hans Brinker," "The
Land of Pluck," and '* Donald and Dorothy";
Mrs. Jackson's stories, "Ramona" for the
older children, "Nelly's Silver Mine" and
"Cat Stories" for the yoimger; Mrs. Richard's
"Captain January," "Melody," and "Queen
ffildegarde"; Miss Wiggin's "Rebecca,"
*' Timothy's Quest," and "Polly Oliver's Prob-
lem"; Mrs. Whitney's "We Girls," "Home-
spun Yams," and " Faith Gartney's Girlhood ";
Miss Jewett's " Play Days " and " Betty Leices-
ter's Christmas"; Miss Johnston's "Little
Colonel *• and "Two Little Knights of Ken-
tucky."
Of stories of boy Ufe, Hughes's "Tom Brown
at Rugby " deserves the first place. More mod-
em and appealing somewhat more strongly to
American boys are those three stories by Ralph
Barbour, " For the Honor of the School," " The
Half-Back," and "Behind the Line." Holland's
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"Arthur Bonnicastle," slightly different in its
atmosphere, is a strong book with a lesson.
Edward Eggleston*s "Hoosier School Boy,"
Page's "Two Little Confederates," and J. T.
Trowbridge's glowing pictures of boyish activ-
ity are strong and inspiring.
From contemporary English and Scotch
writers we have some of the best stories for
young people that have ever been written.
William Black, Ralph Connor, Ian Madaren, '
George Macdonald, Mrs. Mulock-Craik, and
Miss Ewing have widened the range of our
children's reading and have given them both
good literature and a moral uplift.
I am old-fashioned enough to believe that
with these modem stories our young people
should not be allowed to lose sight of the novels
of Jane Austen and Maria Edgeworth. They
are not in veiy high repute during these strenu-
ous modem days and, it must be confessed, are
not very stirring. But they are natural and
simple and healthful, — far more healthful
than our highly spiced modem fiction. Char-
lotte Bronte, too, and Jane Porter and Mrs.
Charles should find a place in our list.
Then, leaving Fiction, there is the field of
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Bic^iraphy. Biography is the moral, respon-
sible element in history. It is history in the
concrete. Aside from showing the influence
that an individual may exercise on the world
or the nation, it offers to the young the stimulus
of great examples. We should recommend not
so much the biographies of Caesar and Napo-
leon as of Washington, of Franklin, of Lincoln,
of Nelson, of Robert L. Stevenson, of Horace
Greeley, of John G. Whittier, of Frances Wil-
lard, of Louisa M. Alcott. One of the most
stirring biographies of recent times is that of
John G. Paton, missionary to the New Hebri-
des, edited by his brother, James Paton. It is
thrilling enough to suit any boy, and it empha-
sizes the point so often overlooked, that success
in life is not always to be measured by con-
ventional standards, and that to do good is
better than to be famous. Balfour's ''Life of
Stevenson," Southey's "Life of Nelson," Scud-
der's "George Washington," Butterworth's
" Boyhood of Lincoln," Elbridge Brooks's biog-
raphies of Lincoln, LaFayette, and Grant, Dr.
Hale's "A New England Boyhood," Miss Bol-
ton's books of "Boys and Girls who became
Famous," Parton's "Captains of Industry,"
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Riis's "The Making of an American/' Booker
Washington's "Up from Slaveiy," Helen Kel-
ler's " Story of My Life " — these are but types
of the sort of biography that generates moral
force.
Histoiy should be represented, as in the
school or public Ubrary. Lowell, in his ad-
dress at the opening of the public library at
Chelsea, concisely expressed its ethical value
when he said : ^ It teaches that there is a sternly
logical sequence in human affairs, and that
chance has but a trifling dominion over them,
— teaches perhaps more than anything ebe
the value of personal character as a chief factor
in what used to be called destiny."
Geography, Travel, Nature, and Science will
find a place, of course, but not so important a
place as in the school or public library, since
these branches are for the most part instructive
rather than inspirational. Local conditions
will have much to do in determining the pro-
portion which they should bear to the rest of the
Ubrary. If the public library is not easily
accessible or not much used by the children,
books of this character should be more numer-
ous than otherwise.
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Under the head of Essays and MisceDanies
may be grouped a class of books which afford
opportunities for both inspiration and cul-
ture. This part of the library will appeal to
young people approaching manhood and
womanhood, — at that period when the mind
is open to recdve impressions and the heart
quick to respond to noble thoughts. Emerson's
Essays, Ruskin's " Sesame and Lilies/' " Ethics
of the Dust," "Crown of WUd Olive," and
"Athena, the Queen of the Air"; Van Dyke's
"The Blue Flower"; Drummond's Addresses
and "Natural Law in the Spiritual World,"
Hamilton Mabie's "Books and Culture" are
representative of the class. A few books of
wholesome counsel will be read with interest and
profit at this stage. Such are Smiles's "Self-
Help," Mathews's " Getting On in the World,"
Bishop Spalding's "Education and the EQgher
Life," Clark's "Self-Culture," Lubbock's
"Pleasures of life," Munger's "On the Thres-
hold," Wilson's "Making the Most of Our-
selves," and Mrs. Starrett's "Letters to a
Daughter." Books of practical sociology, like
Miss Addams's "Democracy and Social Ethics,"
Riis's "Children of the Poor" and "How the
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Other Half Lives," Dr. Henderson's "Modem
Methods of Charity," and Wood's "The City
Wilderness" may be included in this section.
They will enlarge the sympathies and emphasize
the brotherhood of man.
Poetiy, too, should be made much of. It is
the medium through which the finest minds in
all ages have expressed the deepest truths.
Who like the poet can touch man's heart and
arouse the best that is in him ? Tennyson and
Browning and Longfellow and Lowell and
Whittier and Sidney Lanier, to say nothing of
the older and greater poets, have not only made
life larger and sweeter but, what is more, have
made mankind better. The Sunday school
can do no greater service than to put these great
moral teachers within reach of the young.
We now come to that literature which is dis-
tinctly the province of the Simday school, the
literature of the Bible. To this a large part of
the energy of Simday-school librarians and
library committees should be directed, for
while the public library or the school library
or the home library may supply other good
literature, the Sunday school must supply the
literature for its own work. It is as absurd for
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the Sunday school to depend upon the printed
lesson helps alone as it is for the public schod
to depend upon its text-books. There must
be a study or reference library.
This Biblical literature should include, first,
a good Bible dictionaiy, — Hastings's is un-
doubtedly the best, though Davis's will answer
if the funds will not at once permit the purchase
of the larger work. Then an up-to-date atlas,
such as MacCoun's "The Holy Land in Geog-
raphy and Histoiy," "A Harmony of the
Gospels," Burton and Stevens, a few standard
works on Biblical histoiy and literature —
not too technical, — among which we should
name prominently Kent's "History of the
Hebrew People," Kent and Riggs's " History of
the Jewish People," and McFadyen's " Intro-
duction to the Literature of the Old Testa-
ment"; Rhees's "Life of Jesus," Edersheim's
"life of Christ," Burton and Mathews's "Con-
structive Studies in the Life of Christ,"
Mathews's "History of New Testament Times,"
Bartlett's "Apostolic Age," and Moulton's
"Literary Study of the Bible."
There should be a few good books for teach-
ers, treating of the pedagogy of Sunday-school
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work. Burton and Mathews's " Principles and
Ideals for the Sunday School," DuBois's "The
Point of Contact in Sunday School Teaching,"
Forbush's "The Boy Problem," Coe's "Educa-
tion in Religion and Morals," Elizabeth Har-
rison's "Study of Child Nature," and Sully's
"Studies in Childhood" indicate the line of
thought.
The literature of missions should not be
overlooked. Many Sunday schools are not
greatly interested in missions — more 's the
pity. Perhaps it is because the superintendent
is not greatly interested in them. A missionary
oi^anization in the Sunday school or the mis-
sionary committee of the Christian Endeavor
Society can do much to awaken an interest, but
they can do it most eflfectively by getting bright
and readable missionary literature into the
hands of the yoimg people. Many Sunday
schools depend for their missionary inspiration
upon chance talks from returned missionaries
who happen to be in the neighborhood. No
comment is necessary on the average missionary
address of this sort. Most of us have at one
time or another felt its depressing influence —
some of us very many times. If instead of
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these talks our young people could get their
inspiration from the brightest minds in the
missionary field, in words carefully thought
out and expressed in literary form, there would
be inspiration indeed. That notable series of
books which includes Hodgkins's " Via Christi/*
a general introduction to the study of missions.
Mason's "Lux Christi" (missions in India),
Griffis's "Dux Christus" (missions in China),
and Parsons's "Christus Liberator" (missions
in Japan), in spite of their formidable Latin
titles, are full of life and interest.
Having selected our Sunday-school library,
we are confronted by the problem of how to
handle it. The methods commonly in use are
twenty years behind the times. An inex-
perienced youth is often selected as librarian
— not because of any fitness for the place but
simply to give him something to do and to
keep him in the school. It is good for the boy,
but bad for the library. This librarian, without
any special knowledge of children's literature,
is called upon to assist the pupils in selecting
their books — often to select the books for
them. In some cases he is even permitted to
choose and buy new books. The children take
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what he gives them and after trying vainly to
get interested, decide that the libraiy is "no
good."
The methods of distribution are even more
primitive. In many Sunday schools a crowd
of children may be seen each week at the close
of the session standing impatiently before a
little window in the wall, each waiting for a
book, and in most cases getting at last some-
thing that he did not want. Titles often
tell nothing. Perhaps he asked for "A
Rose in Bloom," thinking it was some-
thing about flowers, or for "The Jewish
Spectre" under the impression that it was a
ghost story.
It is of vital importance that the Sunday-
school Ubrary be placed in competent hands.
Books, however good, are worth nothing unless
read, and it is the duty of the management so
to handle the Ubrary th^t they shaU be read.
Dignify the office of Ubrarian by securing for it
the best equipped man or woman in the church
— one who is familiar with children's litera-
ture and, if possible, conversant with modem
Ubrary methods. Such men and women are
willing to take classes in the Sunday school;
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they should be willing to undertake this work,
which is quite as important and for which
their training has perhaps particularly fitted
them.
The librarian need not be expected to do
the detail work. For this purpose several
assistant librarians should be chosen from
among the young men or women of the church
— the custom has been to employ young men,
but the gentler sex are, we think, usually more
successful in gaining the confidence of the
children. It should be imderstood that the
duty of a librarian, and of an assistant libra-
rian as well, is not simply to give out and
receive books, keep records, and paste labels.
He should advise the children as to what books
are most interesting and what are the best for
certain things, and the children should be en-
couraged to ask advice. It is an excellent plan
to set aside a period each week, — perhaps
on Sunday afternoon or at some other time
than the school hour, — and invite the children
to come into the library, to handle the books,
and to find out what they really want to read.
The librarian may give them a little talk similar
^o that of "the children's hour," which has
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done so much in the public libraiy to encourage
reading.
Besides the librarians, a strong and active
libraiy committee is a necessity. This should
consist of from three to seven members, includ-
ing the librarian. They should be selected
because of their ability and their knowledge of
children as well as of literature. They should
decide upon all books considered for admission
to the libraiy, adding constantly to their list
as new books appear or as older books of merit,
previously overiooked, are rediscovered. We
know a Sunday school where the control of the
library is placed in the hands of a '' governing
board ^ of fifteen members, selected from
among the trustees and leading members of
the church, each one making an annual sub-
scription of five dollars and thus solving the
problem of financial support. The governing
board appoints a library committee from the
church at large, while the Ubrarian is elected by
the teachers of the Sunday school. The libra-
rian selects his own assistants.
Next in importance to the management of
the library and the selection "of its books is its
catalogue. This should be printed in conven-
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ient fonn, classified by subject and grade» and
a copy placed in the hands of eveiy pupil in
the school. The arrangement should be alpha-
betical under each subject heading, but opin-
ions differ as to whether it should be arranged
by title or by author. We veiy much prefer the
latter arrangement. It is in line with modem
library usage, and emphasizes to the child the
meaning of authorship. It teaches him that
in every author's work there are certain char-
acteristics which, if they please him, will lead
him to read more.
The classification is also a disputed point.
Perhaps the simplest is something like this:
1. Fiction.
2. Myths, Fables, and Fairy Tales.
S. History and Biography.
4. Geography, Travel, and Adventure.
5. Stories of Animals and Birds, Nature
and Science.
6. Essays and Miscellanies, including In-
dustries, Art, Government, and Social Studies.
7. Poetry.
8. Biblical Study and Teachers' Books.
9. Missions.
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Under each division give (1) library number*
(2) author, (3) title, and (4) approximate age
of pupils to whom the book is adapted, thus:
PICnON
lib. Author Title Ages to which adapted
No« Hear*"g Rtm<ting
1. Abbott, Jacob: MaUeviUe 8 11 to 16
Story of a group of children on a yieit among the White
Mountains.
2. Alcott, Louisa M.: Little Women 8 11 to 18
The home life of an interesting family of girls. Fine.
8. Alcott, Louisa M.: Little Men 8 11 to 18
Boy life at a delightful home boarding-school.
A brief annotation under each title, or, at
least, under titles that are not self-descriptive,
is a great help to the pupil and saves many
a disappointment.
With an efficient librarian, a judicious
Ubraiy committee, a reasonable appropriation
and a good catalogue, the problem of the Sun-
day school library ceases to be a problem.
Thus equipped, the library becomes a power
for good — a worthy adjunct to the Sunday
school. Neither the public Ubrary nor the
school library can quite do its work, and if
they could, it would not be wise to allow them
to do it. The institutional idea is becoming
more and more prominent in our church polity.
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The chuich does not need* perhaps, to interest
itself in libraries or in free kindergartens, or
in study dubs, or in lecture courses, for all
these good things can be found outside, yet
it surely is the Church's privil^e to help to
make the most of man, and the time has passed
when religion could be considered as a thing
apart from life.
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CHAPTER EX
THE ILLUSTRATING OF CHILDREN'S BOOKS
ON a shelf in my libraiy is an old volume,
now yellow and dog-eared, which was
a treasure of my grandmother's childhood. It
was one of the few picture books vouchsafed
the children of a century ago. I regard it
with more than a book-lover's affection, and
am constrained to look at it when at all pessi-
mistic about the juvenile books which are
being put forth by the publishers of to-day, for
it emphasizes, as nothing else can, the develop-
ment in the art of making books for children,
and teaches us to be thankful for what the
young people of the present generation have
escaped. This volume is ^'A New Hiero-
glyphical Bible for the Amusement and Instruc-
tion of Children; Being a Selection of the
most useful Lessons and most interesting Nar-
ratives, Scripturally Arranged, from Genesis
to the Revelation, Embellished with Familiar
Figures and Striking Emblems Elegantly En-
graved. . . . Recommended by the Rev'd
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Rowland EBU, M. A. New York : Printed for and
Published by the Booksellers. MDCCXCVI.'*
The P^ace further informs us that the author^s
object is ^to imprint on the Memory of Youth
by lively and sensible images the sacred and
important truths of Holy Writ, "* and that ^* the
utmost attention has been paid to select such
passages for illustration and embellishment
as contained truths the most obvious and im-
portant or historical facts the most interest-
ing/* Turning over the leaves we find one
of the first '* obvious and important truths'*
to be the following, labelled ''Exodus xxxix,
28," without a suggestion of context: ^'And
a Mitre of fine linen, and goodly Bonnets of
fine linen and linen Breeches of fine twined
linen." The *' striking emblems elegantly
engraved ** consist of an episcopal mitre, two
sunbonnets, and a pair of boy's trousers — the
pictures taking the place of the words which
they are supposed to represent, and thus form-
ing a sort of illustrated rebus, to attract and
interest the young.
Contemporary with this stimulating volume,
was the well-known New England Primer,
with its crude representation of Adam's Fall,
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and its mildly exciting picture of Mr. John
Rogers being consumed at Smithfield, with a
cheerful smile upon his face, and **His Wite
with nine small Children & one at her Breast
following him to the Stake."
The period which gave to the children of
America the Hieroglyphical Bible and the New
England Primer did not recognize the humorous
or the fanciful as in any sense legitimate matter
for the young, though the children's books
of that epoch appeal to us of to-day with a
humor which is quite irresistible. A child's
book was then a serious matter, and mere
amusement was an end for which it never
aimed. The child was considered as quite
able to amuse himself without assistance, and
the proper function of the book was to instruct,
correct, and admonish. As the New Eng-
land Primer had it: *'Thy Life to mend. This
book attend. "
But it is now to the illustrations rather than
to the teict of these books that I wish to call
attention. They are fairly typical of the wood
engraving of that period, though probab.ly
not the best work that could then be done.
Bewick in England had made, some thirty or
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forty years earlier, his really admirable **[Book
of British Biids/* and "Book of British Quad-
rupeds," but wood engraving had not come to
be regarded as a fine art, and was used mainly
to advertise merchandise, to call attention to
the sailing of ships, and occasionally to act as
a vehicle for imparting moral or religious les-
sons. Bewick's books were so far superior
to anything that appeared for almost a hun-
dred years afterwards that they do not seem
to belong to the epoch which produced them.
Turning from the juvenile volumes of the
b^inning of the nineteenth century to those
of to-day is like passing from a darkened room
out into the sunshine. Illustrating is now a
distinct art, and illustrating for children is an
important branch of it. Some of the best
artists of the present generation have devoted
their lives to the service of the child; and the
function of illustrating has risen from merely
embellishing the text to really interpreting it.
We sometimes speak of the Dlustrations of a
book, in connection with its typography and
binding, as its "mechanical features," but
this characterization is not. as often made as
formerly, and should not be made at all. The
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pictures of a child's book are an organic part
of it. They are as much to the child as the
text — often more than the teict — and determine
in many cases his literary likes and dislikes.
The interpretation which the artist gives to
Cinderella may decide whether she is to be
admired or only pitied, and Robinson Crusoe
may be made an altogether kind and friendly
person or a frightful semi-savage.
This influence is, of course, especially strong
in the case of the very young. A picture is
the simplest and most elementary expression
of an idea. It precedes written language. The
savage told his primitive stories by means of
picture-writing before his descendants learned
the use of letters; and as the childhood of the
individual is a counterpart of the childhood of
the race, the child to-day expects the picture
to tell his story also, before the text is open to
him.
If we grant the importance of pictures in
fixing the child's impressions and forming his
tastes, we must see to it that he has good pic-
tures — pictures, first of all, that will attract
him, for if they do not attract they will not in-
fluence him, unless it be negatively. Then,
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while they attract they must also cultivate Kis
ideals of beauty and his appredation of art;
for how is he to learn what good art is unless it
is often before him? And» finally, while it is
not the function of children's pictures, as it is
not the function of art in the large, to teach
morality, they should teach nothing that is low,
cruel, or debasing.
Having stated, then, as the first requisite of
good juvenile pictures that they must attract the
child, the question arises. What sort of pic-
ture does the child prefer ? This is not easily
answered. I have experimented with children
in different grades of the public schools, and
with others who have never attended school.
The experiment has shown that the tastes of
children vary almost as much as those of adults,
and that they change as the child develops.
There are, however, several well-defined likes
that belong to every normal child.
The child likes color. The normal, un-
trained child likes bright color. A red hat
attracts the infant, while a black hat does not.
But as the child grows, he comes to see beauty
also in subdued tones, and his training helps
him to do this. He should never be taught,
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however, to despise pure, bright color. The
love of it is the natural heritage of the child, and
he should never outgrow it. All that we need
concern ourselves about is to show him the
beauty of harmonious combinations, and he
will soon come to dislike those that are inhar-
monious.
Again, the child naturaUy likes a broad,
simple treatment, whether in color or in black
and white. This fondness for simplicity is
somewhat modified, as he grows older, by an
interest in detail, but it may safely be affirmed
that a child of two years or less does not want
detail in a picture. He wants only a distinct
impression. My Uttle girl, at the age of two,
preferred a series of simple outline drawings in
a First Reader to all her other pictures. There
was a cat which she could see at a glance, and a
cup which she instantly recognized as a familiar
friend. This stage was passed in due season,
and she began to show interest in a cat with a
bell around her neck, and a cup with figures on
it; but it was not until the perceptive faculties
had developed that the love of detail came to
her, and even when it did come, it did not
supplant the fondness for simple treatment
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and dear images. It does not do this in
any nonnal child.
This outline drawing, combined with broad,
flat color, is exemplified in the popular ^' poster
style ** of illustrating. It seems to be a sug-
gestion from the Japanese, who have surprised
the worid by the effectiveness and the rare
decorative quality of their art. This poster
style has the elements which appeal to children.
It may be regarded as the child's own method
of expressing his ideas of form, as he draws
his outline with a pencil and fills it in with the
colors from his paint-box. But it is adapted
only to the simplest subjects, and many modem
illustrators make the mistake of trying to show
by means of it all the details of a complex
story. Figures in the foreground, background,
and middle distance are hopelessly entangled,
perspective is ignored, and the effect is dire con-
fusion. When the illustrations are reproduced
in Une, without the aid of color, as in Howard
Pyle's Robin Hood illustrations, the result is
often absolutely chaotic.
Another mistake which is being made by
modem illustrators for children is an affectation
of the antique and the conventional. The
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child is confronted with archaic line-drawings
suggestive of Diirer and the early Grerman
wood-engravers. All the life and dramatic
interest of a situation are conventionalized out
of it, and the dead remains are set forth in faded
colors, with a decorative framework of historic
ornament. Walter Crane is perhaps the best
known exponent of this style, though the in-
fluence of it may be seen in the work of many
others of our most popular illustrators. This
conventional insanity appears in concentric
spirak of hair and beard and in ellipsoid clouds
Ijdng on a sky of parallel lines. Now a child
does not want to see his Crusoe or his Sindbad
stiffened into a Knave of Spades. He does not
care for the decorative. What he wants is life.
A boy of eight made a fair criticism on one
of these crowded, flat, ultra-conventional
illustrations when he gave as his reason for not
liking it, that it was *' all muggled up." The
illustration was one of Charles Robinson's, but
was in that artist's most involved manner. No
modem illustrator perhaps possesses more
sympathy than he with children, or can make
more delightful figures of Uttle folks when he
keeps to the simple treatment, but he often
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attempts more than the method which he has
chosen will allow. What is true of Robinson
is true also of Crane, I^le, Heywood, Sumner,
the Hhead brothers, and other illustrators
whose skill and whose artistic sense is unques-
tioned, but who have become so wedded to this
particular method as to refuse to recognize its
limitations.
One of the best exponents of the legitimate
use of line-drawing is the French illustrator,
Boutet de Monvd, who appreciates the beauty
of simplicity and who possesses, moreover, that
rare sjonpathy with child nature which is so
essential in the drawing of pictures for children.
Jessie Wilcox Smith shows in her work the
same characteristics and is probably the most
successful delineator of child life and child
character whom we have in this country.
Another quality which is almost a sine qua
non in pictures for children is action. Children
like to see things go, and the figures which
appeal to them are those which are doing some-
thing. A boy in the second grade chose a
spirited picture, "A is for archer," by Stuart
Hardy, in preference to a decorative treatment
of Grimm's girl at the well, by Crane. When
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asked why, he replied, ^'Because I like to
shoot/* The picture must teD a story in order
to interest the average child, and the story must
be such as he can appreciate. This leads me to
say that Hardy is one of the most satisfactory
of modem illustrators for children. He is
known mainly through his black and white
pictures in the Nister books, — Mother Goose,
Andersen's and Grimm's stories, and a few
other voliunes of the same dass. His figures
are drawn with a few strong strokes of the pen,
and depict beautiful and lovable children.
Abbey, Reinhardt, and others of that dass of
standard illustrators whose work is not particu-
larly for juvenile books, need not be men-
tioned here. What they have done for the
young people has been done with the same
fidelity to truth and artistic feeling which
mark their other work. Fannie Y. Cory has
done some excellent juvenile iUustrating, and
is yearly gaining in strength and vigor. Lucy
Fitch Perkins shows in her later work the true
artist's touch, and her graceful, airy figures are
a distinct contribution to the work of the field
which has she chosen.
Beauty is a quality which children are not
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slow to discover and appreciate in a picture.
They like pictures of beautiful cfaildien. Maud
Humphrey's little doll-faoed cherubs are per-
haps a shade too pretty. Certain boys, upon
arriving at the superior age of twelve to fourteen
years, affect to scoff at them, but it is doubtful,
after all, whether their contempt is not directed
mainly toward the elaborate friUs and ruffles
which encircle them, — at their artificiality, in a
word, rather than at their prettiness. Kate
Greenawa/s quidnt little figures are particularly
attractive, and though the fitful aesthetic impulse
which gave them birth has passed away, there
is something too sweet and artistic in them to
let them grow old. R^inald Birch's children
are always popular. True, they are idealized
children; if they were not, they would lose
much of their charm, for children themselves
are idealists. Their admiration goes out toward
the things that are different from the every-day,
and an ideal face appeals to them when an ordi-
nary face does not. The tendency of modem
art is to despise beauty and to strive for in-
dividuality. It is unfortunate that more have
not attempted to combine the two.
As to the grotesque, it does not appeal
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equally to all children. Young children usually
dislike it» though they are sometimes fascinated
by it, as animals are charmed by a serpent.
There is in most children a stage which b^ins at
the age of about six or seven and lasts for several
years, during which this desire for the extrava-
gant, the uncouth, and the terrible sometimes
becomes a passion. To fail to recognize the
craving is usually to drive your children to satisfy
it surreptitiously with the worst possible mate-
rial. There is the grotesquely fearful and the
grotesquely comic, and both have their fascina-
tion at this period. Your child will probably try
your soul by discarding the artistic picture books
which you have bought him, and by showing a
decided preference for the adventures of
"Buster Brown** and **the Katzenjammer
Kids** as depicted in vivid red, blue, and
yellow on the pages of the Sunday newspaper.
Discourage these pictures by all means, but
give him something good to take their place
— somiething that is comical without being
vulgar. Kemble and Peter Newell have given
the children some exquisitely funny things —
mostly in black and white. Denslow has done
some good work in color, though he often comes
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perilously near the line of vulgarity. An expur-
gated edition of his ''Father Goose/' which
should omit about one picture in ten, would
make an excellent nonsense book. Of modem
illustrators who handle grotesque subjects,
Frederick Richardson perhaps shows as much
delicacy and artistic appreciation as any.
As to the grotesquely terrible, the child
must have a little of it if he insists, but don't
let him have it at night if you value either
his comfort or your own. He must be
treated tenderly at this period, and the imagi-
native nature, which is then most intense,
must be so trained as to lead him to enjoy the
fanciful in beauty rather than in ugliness.
Fairies are better than hobgoblins, and he
should be allowed all the fairies he wants, until
he outgrows them and asks for something
more substantial.
Children like animal pictures in almost any
form — dictionary and geography animals in-
cluded. The most delicately fanciful treat-
ment that has perhaps ever been given to the
animal creation is that of F. S. Church.
Church's animals combine the imaginative,
the poetic, the grotesque, — all with the most
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delicate sense of humor, and with a sjonpa-
thetic touch that makes the child at one with
them.
So much for what the child likes. But his
pictures should not only give him what he
likes: they should give it to him in the best
possible way. The touch of the true artist
should be manifest in them. The child will
find color in the vivid pictures of the Sunday
newspaper already referred to, and at first he
will appreciate it in that form quite as much
as in the most artistic 6olor plates which
can be obtained. He will find a broad and
attractive treatment in the advertisements in
the street cars, and will be quite pleased with
them. He will find action in the scrawls
which he makes upon his slate, and will satisfy
his craving for the grotesque with the crudest
of caricatures. But here is where he needs
careful and discriminating guidance. Let
his books be illustrated by a master hand,
and accustom him to the best art. It will not
be long before he will recognize and appre-
ciate it. By the best art, I do not mean neces-
sarily that of Botticelli or of Raphael, though
he should know some of the world's great art
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works as soon as he is old enough to under-
stand them. I mean simply true arty whether
the drawing be that of a cathedral or of a tin
cup. There are too many illustrators who
try to atone for poor draughtsmanship by
a wealth of carefully wrought detiuls — tex-
tures, shadows, and all that. Scores of ama-
teurs have found a market for their woiic in
the multiplicity of modem books, but their
touch is readily discernible. Their figures
are wooden, and their faces are expressionless.
They are not artists; they are apprentices.
The child naturally assumes that the pic-
tures which adorn his books are right pictures,
and from them he gets his ideas of drawing —
his first impression of what art is. There is
no harm in giving him such entirely natural
and enjoyable scrawls as those which illus-
trate Lear's Nonsense Books. He is not
deceived by them. He takes them as a joke,
and the joke is healthful and stimulating.
These pictures of Lear's, with all their crudity,
are far more expressive than many finished
pictures which the child finds in his books,
and which he supposes to be in some sort a
standard of artistic excellence because they
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pretend to be something. Do not buj him
books which are falsely or poorly illustrated.
Better give him no pictures at all than wrong
ones. Should he not be taught good art as
well as good literature ? Many a parent con-
fesses with regret that he does not know the
difference between a good and a poor picture.
If he does not, he should see to it that his chil-
dren know more about such matters than he
knows himself; and if he cannot trust him-
self to select their picture books, he should ask
the assistance of some friend in whose discrim-
ination he has confidence. The well illus-
trated book costs a litttle more, sometimes,
than the poorly illustrated book, and if it
costs more it is worth more. Often it does not
cost more, but only requires a little care and
judgment in its selection.
We come now to the moral effect of pictures.
While they are not to be considered primarily
as a vehicle for teaching morality, they should
never by inference or example teach immoral-
ity — and by immorality we mean anything that
is mean or degrading. I have before me a
child's book in which several boys are pictured
as having tied a tin can to a dog's tail, and to be
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immensdj amused at the struggles of the pcM>r
beast to rid himself of it. The accompanying
stoiy ends with the moral that this was a very
wrong thing for the boys to do, but the artist
has not expressed this saving conclusion. Both
stoiy and picture are bad, for while one boy will
{Hty the dog, another will think it a good joke
and will perhaps decide to try the experiment
on the next unfortunate canine that crosses
his path.
A small boy of my acquaintance became
highly interested not long ago in the adven-
tures of a naughty youth presented in the comic
supplement of a well-known, newspaper. The
youth in the newspaper shampooed his sister's
hair and anointed the poodle with a mixture
of ink, glue, and the family hair tonic, leaving
the remainder of the compound in the bottle
for the use of his father and mother. The
results as pictorially set forth were so intensely
amusing that the small observer immediately
took steps to repeat them in real life. Much
mischief is suggested in such ways as this, and
the suggestions come from artists who have
littie sjonpathy with children — knowing them
mainly as a theme to make jokes about.
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Analyze the humor in the funny pictures of
our newspapers, and you will find that in nine
cases out of ten it rests upon somebody's mis-
fortune, — an apple-woman upset by an auto-
mobile, a sleeping tramp annoyed by small
boys, an absent-minded old gentleman walk-
ing into a tank of water. Such are the sub-
jects that are given to our children to make
them laugh, — while we are trying to teach them
to be thoughtful of the comfort of others,
genuinely polite, and considerate of every one.
All this emphasizes the point that the true
artist for children must have sympathy for his
audience as well as experience with them, must
know what is good for them, and must love
them too much to offer anything that is not of
his best. The artist shows his character in his
work. Let it be a good character, and the chil-
dren will uncoivsdously imbibe from his pictures
heroism, gentleness, and nobility. Let it be
a mean character, and its influence will be
mean. Fortunately there are plenty of good
men and women who are illustrating children's
books, and who are putting into their work
not only skill and genius, but also good judg-
ment, sympathy, and love.
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Let the parents and teachers — those who
buy books for the children of the present gener-
ation — but discriminate in their choice, real-
izing that the picture is as important as the
printed page in forming taste and influenc-
ing character, and they will soon see in their
children the results of this powerful educative
influence. They will see, too, an improve-
ment in the illustrations of the books which
are being offered to the young. Publishers
will not issue poorly illustrated books if it is
found that well-illustrated books are in demand.
It is thus in the power of book-buyers to rais3
the character of all books by demanding what
is best, not what is most expensive, but what
is elevating both to the taste and to the morals.
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CHAPTER X
MOTHER GOOSE
IN these twentieth-centuiy days, Mother
Goose needs no advocate to establish her
daim to a place in literature. The time is past
when she could be pooh-poohed into oblivion,
or her glory dimmed by slighting reference to
her audience. The children have spoken for
her, and as it is the children to whom she
addresses herself, they should be her jury.
Adult judgment of juvenile literature is often
faulty. It is hard for the grown-up to divest
himself of the wisdom that the years have
brought him, to become, for the time, simple
and artless, to look out once more through
the dear eyes of childhood, and judge a child's
ifajone or stoiy frankly by what it means to the
child. But we are now coming to recognize
that childhood has a literature of its own, and
that though we may be too wise to fully ap-
predate it, it is quite as important in the mental
development as is the literature of maturer
years.
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Mother Goose is the starting point from
which mankind b^ins its knowledge of books.
The novelist whose latest volume is in its hun-
dreds of thousands, and whose name is in the
mouths of the multitude, probably gained his
first notion of fiction on his mother's knee»
from the somewhat highly colored stoiy of the
old woman who swept the cobwebs out of the
sky; the poet's first pastoral was *' Little Bo
Peep," his first tragedy, "Ding, Dong, Bell."
These nursery Aymes have trained the ear and
stirred the imagination of generations of chil-
dren, and are worthy of adult consideration not
only because of their venerable antiquity, but
also because of their peculiar fascination for
the child mind.
As for Mother Gix)se, the author, we must
consign her to the realm of myths, for she
appears to be even less substantial than Homer,
and of that mystic company of Cynewulf and
Saemund the Wise, who personify the story-
telling spirit that produced our earliest folk-
lore. Some forty years ago an ingenious gentle-
man of Boston claimed to have identified her
as Mistress Elizabeth Goose, or Vergoose, who
flourished in that city between the years 1712
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Mother Goosfi
and 17£0; and this effort to give her a local hab-
itation was at once accepted with joy hj a
large part of that reading public which expects
of its authors concrete and absolute existence.
The Vergoose stoiy stated that our nursery
laureate was the mother-in-law of one Thomas
Fleet, a printer; that she Uved with his family
over his shop in Pudding Lane (now Devon-
shire Street); that she habitually repeated
nurseiy rhjones and songs for the delectation
of Fleet's children, and that said verses became
so popular in Pudding Lane, that Fleet, think-
ing to turn an honest penny, published them
in 1719, under the now famous title, " Mother
Goose's Melodies." The story was uncon-
tradicted for years, but at last the higher
critics got hold of it and exploded it. It all
seems now to have originated in a clever news-
paper article written by a certain John Fleet
Eliot, great-grandson of T. Fleet, the printer,
who desired to embellish his family tree and
make readable history. No one ever saw this
edition of the ** Melodies " printed by Fleet in
1719, and all the evidence we have is Mr.
Eliot's word that another gentleman named
Crowninshield — then deceased — had men-
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tioned haying once encountered a copy in the
library of the American Antiquarian Society
at Worcester, Mass, which, however, subse-
quent search failed to discover.
Mother Goose's grave was also pointed out
in the old Granary Burying Ground^ and is
still visited by an occasional deluded pilgrim
But the grave is marbed with the name of
**Mary Goose, wife to Isaac Goose/* who
•*dec'd October ye 19th, 1690,*' thus dividing
the honors of Groosehood; for Mary, wife to
Isaac, is clearly not Elizabeth, mother-in-law
to fleet, whose fictitious singing of nursery
jingles in Pudding Lane dates twenty-five
years after Mary's interment. An English
writer in "The Spectator" several years ago,
discussing this Pudding Lane story, facetiously
suggested that the name Goose might be a
corruption of Gosse, and that his distinguished
compatriot, Mr. Edmund — of that name —
was probably a lineal descendant of the ancient
lady for whose ditties he has shown so deep a
regard.
If we are to seek the genesis of Mother
Goose, we must go farther than Boston and
earlier than 1719. Mr. Andrew Lang has dis-
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MOTHER GOOSE
covered in Loret's "La Muse ECstorique," pub-
lished in France in 1650, the following verses:
Mais le cher motif de leur joye,
Comme un oonte de la Mhre Oye,
Se troavant f abuleux et faux
Bs d^yiendront tous bien p^nauts.
The second line is the significant one; *'Like
a Mother Goose story," — which, in the next
line, is shown to be " f abuleux et faux.'* Clearly,
then. Mother Goose was known to the French
more than two hundred fifty years ago as the
typical teller of extraordinary and fanciful tales.
Some think they can find the origin of the
name in "Queen Goosefoot'* — (Reine Pi-
dauque)^ a nickname given to the mother of
Charlemagne because she was said to be web-
footed. But this requires of the imagination
almost too great a strain.
The earliest date at which Mother Goose
appears as the author of children's stories is
1697, when Charles Perrault, a distinguished
French litUraieur, published in Paris a. little
book of tales which he had during that and the
preceding year contributed to a magazine known
as " Moet Jen's Recueil," printed at The Hague.
This book is entitled *' Histoires ou Contes du
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Temps Pass^» avec des Moralit^s/' and has a
frontispiece in which an old woman is pictured,
telling stories to a family group by the fiieside»
while in the background are the words in large
characters ** Conies de ma Mire Wye*'— Tales
of my Mother Goose.
These tales were eight in number, consisting
of the children's classics: Little Red Riding
Hood, The Sisters who Dropped from their
Mouths Diamonds and Toads, Bluebeard, The
Sleeping Beauty, Puss in Boots, Cinderella,
Riquet with the Tuft, and Tom Thumb — or
Little Thumb (Petit Poucet), as he is here
called. Riquet with the Tuft is the only one of
the collection which seems not to have main-
tained its popularity in English and American
collections.
Perrault himself was a man of some impor-
tance in his day — an advocate, a public officer
under Colbert, and a member of the French
Academy. Yet, though he wrote an ambitious
series of biographies and a life of himself,
in which he recounts his public services, his
claim to a place in literature to-day rests upon
this little volume of ^'Mother Goose Stories,"
which he gathered from various sources and
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MOTHER GOOSE
retold, using the name of his son because he
thought them too insignificant to own» himself.
The earliest mention of an English version of
these tales seems to be an advertisement in a
London paper of 1729, referring to "Tales of
Passed Times," translated by a Mr. Samber,
and published by J. Pote.
It is thus clear that Mother Goose was of
French extraction, and of at least respectable
antiquity. But thus far nothing has been
heard of her Melodies. She b^an her
existence as the raconleuae of fairy tales, not as
the nursery poetess.
The idea of collecting well-known rhymes
for children and of attributing them to this
fabulous story-teller seems to have originated
with John Newbery, the London publisher,
who has been justly styled the father of chil-
dren's literature in England, and it is more
than probable that Oliver Goldsmith edited the
first collection. This book, which was entitled
" Mother Goose's Melody," appeared not much
later than 1760. We know that Goldsmith did
hack-work for Newbery during five or six
years at about this period, that he wrote the
child's story of "Goody Two Shoes," which
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Newbeiy published in 1765, and that he was
interested in children's literature. Certain ear-
marks, too, are to be found in the preface to the
"Mdody" which surest his authorship.
The fun title of the book is "* Mother Goose's
Mdody: or. Sonnets for the Cradle. In two
Parts. Part I contains the most celebrated
Songs and Lullabies of the old British Nurses,
calculated to amuse Children and to excite them
to Sleep. Part 11, Those of that sweet Songster
and Muse of Wit and Humour, Master William
Shakespeare. Embellished with Cuts, and
illustrated with Notes and Maxims, Historical,
Philosophical and Critical."
The collocation of nursery rhymes and
Shakespeare seems at first thought illogical
and displeasing, but when it is noted that the
Shakespearian selections include simply such
songs as " Where the Bee sucks," ** You Spotted
Snakes," and "* When Da£Fodils b^ to 'pear,"
it shows that the collection was made by one
who loved good literature and who felt that a
child's book of poetry would be enriched by
having in it these little gems of verse, which
we of to-day are b^inning anew to repeat to
our children.
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The selections embrace many of the familiar
old nursery rhymes, together with some which
have been omitted from modem collections on
accomit of their coarseness, and others which
seem to have been simply overlooked. Each
selection is accompanied by a foot-note or
conmient satirizing the heavy Johnsonian
scholarship of that day, and the constant efforts
of editors to point a moral.
Most of us remember the melancholy rhyme
here called "A Dii^," which relates how
** Little Betty Winckle she had a pig," — the
same being " a little pig, — not very big," who
**when he was alive lived in clover. But now
he *s dead and that 's js31 over." In the New-
bery collection this rhyme is accompanied by
the following scholarly note:
"A Dirge is a song made for the Dead; but whether this
was made for Betty ^\^dde or her Pig is mioertain; no
Notioe being taken of it by Cambden, or any of the famous
Antiquarians. — Walts System of Sense,**
The rhyme regarding the old woman who
lived imder a hill, is followed by this note :
"This is a self evident Proposition which is the very
Essence of Truth. She lived under the HiU, and if she is
not gone, she lives there stSl. Nobody will presume to con-
tradict this.— Cfoniia.*'
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Following the famfliar ** little Tom Tucker,"
who, it will be iemembered» sang for his supper,
and finaUy was overwhelmed by the problem
ci getting married *' without e'er a wife/' the
scholarly editor remariu:
"To be married wiHiout a wife is a fenible Thing; and
to bemaniedwitfaabad ITOe issometfaingwoEse; however
a good ^Vife that nngs wdl is the best musical Instrument in
Enough ci this old book has been quoted to
show its quaintness. If Goldsmith did not
have a hand in it, Newbeiy at least published
it, and it was exceedingly popular in its day.
Probably no original copy of the Newbery
Mother Goose is now in existence, but the book
was reprinted by Isaiah Thomas of Worcester,
Mass., about 1785, and several copies of the
Worcester edition are preserved, one of which
has been photographed and reproduced in fac-
simile by Mr. W. H. Whitmore of Boston. The
illustrations are as quaint as the text, and are of
the same grade of excellence as those of the
New England Primer, which appeared at
about the same time, and which may have been
engraved by the same hand.
Another collection of nursery rhymes which
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was published during this period, peifaaps the
first American issue of its kind» was *'The
Famous Tommy Thumb's Little Story-Book;
containing his Life and Surprising Adventures,
To which are added Tonmiy Thumb's Fables,
with Morals, and at the end, pretty stories,
that may be sung or told. Adorned with many
curious Pictures. Printed and sold at the
Printing Office in Marlborough Street 1771."
A copy of this is to be found in the Boston Pub-
lic Library. It contains the story of Tom
Thumb, seven fables, and nine nursery rhymes,
all but two of the rhymes — namely. Little
Boy Blue and Who did kill Cock Robin? —
having appeared in the Newbery Mother Goose.
This Boston Tonuny Thumb book was prob-
ably a reprint of another English collection.
The work of Newbery and his successors
forms an important and interesting chapter in
the history of children's literature. The story .
of it has been well told by Charles Welsh in a
little book entitled "" A Bookseller of the Last
Century," published in London some twenty
years ago.
But we must leave Newbery and follow the
development pf Mother Goose. Her popularity
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was not without its drawbacks. Other pub-
Iishers» seeing that she was bringing many a
shilling into Newbery's till, cast covetous eyes
upon her, and soon John Marshall of Alder-
maiy Churchyard, Bow Lane, London, being
seized with a spirit of high-handed piracy,
appropriated the '^Melody** almost verbatim,
making only a few changes in the arrangement
of the selections. A copy of the Marshall
edition is still extant in the Bodldan Library
at Oxford. It was probably this that led
Thomas Caman, Newbeiy's stepson and
successor, to copyright in 1780 the original
"Mother Gxx)se's Melody," which had been
published several years without copyright.
In 1797 a quaint satirical booklet was printed
in London, entitled "Infant Institutes." This
seems to have been an essay on nursery liter-
ature, written in a mock-scholarly style, with
comments on a number of jingles then evidently
current, intended probably as a burlesque
upon the work of the Shakespearian commen-
tators of that day. The pamphlet was written
by the Rev. Baptist Noel Turner, Rector of
Denton, though its authorship was unknown
until after the writer's death. "Infant Insti-
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lutes'' contaiiied a number of nursery rhymes,
some of which had not been printed in '' Mother
Groose/* — but we hear of no other general
collection until 1810. In that year appeared
"Gammer Gurton's Garland, or the Nursery
Parnassus, a choice collection of pretty songs
and verses for the amusement of all little good
children who can neither read nor run. Lon-
don: printed for R. Triphook, 37 St. James
Street by Harding and Wright, St. John's
Square." It was edited by Joseph Ritson, an
eminent scholar, critic, and antiquaiy, who
gave much attention to the origin and develop-
ment of English ballad poetry.
Granmier Gurton was evidently put forward
as a rival of Mother Gxx)se. The name was a
familiar one, found originally in the old comedy,
"Ganmier Gurton's Needle," but used as a
type of the ancient grandmother. This alliter-
ative Garland contained nearly all of '^Mother
Goose's Melody," and about as much more ma-
terial of the same sort, collected by Ritson from
all available sources. Ganmier Gurton's reign
was, however, short, and it is to a Boston pub-
lisher that we look for the final establishment
of Mother Groose as the autocrat of the nursery.
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At some time betweai 1824 and 1827, Mmi-
loe and Francis, a firm of Boston booksellers,
doing business at what is now the coiner of
Washington and Water streets, published a
book called ** Mother Groose's Quarto, or Melo-
dies Complete," and in 1833 their successors,
C. S. Francis & Co., brought out a much larger
book, the title-page of which reads *' Mother
Goose's Melodies: The only Pure Edition.**
Though this is advertised as '"pure" Mother
Groose, and though it contains all but three of
the original rhymes of Newbery's edition, there
is a plentiful alloy of Gammer Gurton, and of
other riiymes which had escaped both authori-
ties. In fact, Ganmier Gurton is at this point
absorbed and loses her identity in Mother
Goose. The Munroe and Francis edition has
been reprinted in fac-simile, with an intro-
duction by Dr. Edward Everett Hale.
The last notable addition to nursery literature
was made in England in 1842, when Halliwell,
the well-known British scholar and Shake-
spearian critic, published "The Nursery
Rhymes of England," which his title announced
were "collected principally from oral tradition,"
but which contained nearly all of Mother Goose,
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MOTHER GOOSE
Gammer Gurton» and the American consoli-
dated Mother Goose, besides much new material
which the collector might well have allowed to
remain oral tradition. It is the most complete
collection of nursery rhymes ever published,
and is interesting to the student of folk-lore,
though not altogether profitable to the child.
Much of it is coarse, a great deal of it is silly,
and unfortunately the coarsest and silliest of it
has been repeated ad nauseam in modem
editions, to the lasting shame and humiliation
of the mystic dame to whom it is now attri-
buted.
The fact is worthy of note that among col-
lectors and editors of nursery rhymes are to be
found the brightest of scholars and liUeraieurSy
Groldsmith, Ritson, Halliwell, Andrew Lang,
who edited in 1884 perhaps the best children's
collection of jingles now obtainable; Dr.
Charles Eliot Norton, who made the collection
contained in Book I of the ''Heart of Oak
Books**; Professor Saintsbuiy, editor of the
English volume, ''National Rhymes of the
Nursery"; and Charles Welsh, one of the best
authorities on children's literature in this
country to-day.
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Thus far we have traced simply the printed
existence of these ihymes, — the editorial history
of them. But when we go back of all that, and
attempt to discuss when and where and how
they first came into being, we open a wide field
of exploration, — as wide as the world itself, and
as old as history. Take, for example, **The
House that Jack Built.'* This and the story
of the old woman who bought a pig (in older
versions, kid) and found difficulty in inducing it
to jump over the stile and ** get home to-night,"
came from the same source. They both origi-
nated in an old accumulative bit of verse
found in the Chaldee and also in the Hebrew.
This verse proceeded step by step from the
phrase:
"A kid, a kid, my father bought
For two pieces of money, —
Akid,ak]d**
Then appears a cat and eats the kid; follo^ng
this, a dog that bites the cat; then a staff which
beats the dog; then a fire which bums the staff;
water which quenches the fire; an ox which
drinks the water; a butcher who slays the ox;
the angel of death who kills the butcher;
and finally the Holy One who kills the angel
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of death. The last veise, translated, reads
thus:
"Then came the Holy One» blessed be He,
And killed the angel of death
That killed the butcher
That slew the ox
That drank the water
That quenched the fire
That burned the staff
That beat the dog
That bit the cat
That ate the kid
That my father bought
For two pieces of money, —
A kid, a kid."
To the Jews of the Middle Ages this quaint
old verse had a religious symbolism. It was
called the Haggadah» and was sung to the music
of a rude sort of chant, as a part of the *'home
service" of the Passover. Its eailiest appear-
ance in type, so far as I have been able to learn,
was in 1590, in a book issued at Prague. In
1781, a German scholar named Leberecht
published in Leipzig the interpretation. The
kid, an animal emblematic of purity, he claimed
represented the Hebrews; the father who
bought the kid, Jehovah; the two pieces of
money, Moses and Aaron, through whom the
Hebrews were brought out of Egypt; the cat,
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the Assyrians; the dog, the Babyloniaiis; the
staff, the Peraians; the fire, the Greeks under
Ale3cander; the water, the Romans; the ox, the
Saracens who subdued Palestine; the butcher,
the Crusaders, who conquered the Saracens;
the angel of death, the Turks, who succeeded to
the possession of the land; the whole closing
with a prophecy that the Holy One would in
the end wipe out the Turks and restore the
promised land to his children, the Israelites.
Both the song and the interpretation are stiU
retained in the Jewish manual for the Passover
service.
The rhymes, "Hush-a-bye, baby, upon the
tree top** (oiginally '*Sing lullaby, baby," etc.)
and ** Rock-a-bye, baby, thy cradle is green,**
both suggest a pastoral, out-of-door life, and are
of great antiquity. The first is quoted in a song
called **The London Medley,** printed in 1744.
The same song also contains '"Old Obadiah
sings Ave Maria,** and "There was an old
woman sold puddings and pies.'* Old King
Cole was an historical character, who ruled the
Britons in the third century A. D. Robert of
Gloucester says he was the father of St. Helena,
and hence the grandfather of Constantine.
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*'Jack and Jill'' is drawn from Icelandic
mythology. The two children were supposed
to have been stolen and taken up into the moon,
where they still stand with the pail of water
betwe^i them; and the Scandinavian peasant
will point them out to you on a clear night when
the moon is at the full, as we point out to our
children ''the man in the moon." A myth
almost identical with this is foimd in the San-
skrit.
"When Good King Arthur ruled the land,"
and stole ''three pecks of barley meal to make
a bag pudding/' the event is supposed to have
been commemorated in verse, though I believe
no one has ever found any details of the seizure
beyond those given by Mother Goose.
"Thirty days hath September," appears in
Grafton's Chronicle (1570), in a form slightly
different from that to which we are accustomed.
It there reads:
" Thirty days hath November,
April, June and September,
Fehruaiy hath twenty-eight alone
And all the rest have thirty-one.'^
Another variation is found in Winde's
Almanac for 1636, printed at Cambridge:
2U
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CHILDREN'S READING
** Afvjl, June, and September
Tbirty days have» as November.
Eadi month dae doth never vmy
FVom thirty-one, save February,
^Vhidi twenty-€Jg^t doth still confine
Save on leap year, — then twenty-nine."
StQl another version is quoted in an old play
called "The Retume from Pamasstis," pub-
lished in London in 1606.
The first line of ''Sing a song of sixpence''
is quoted in Beaumont and Fletcher's ''Bon-
duca" (about 1615); ''A duck and a drake
and a half-penny cake" appears in Junius's
"Nomendator," London, 1585; "When a
twister, a-twisting will twist him in a twist"
is in Dr. WalHs's ** Grammatica Linguae Angli-
canae," Oxon, 1674; "Three Blind Mice" is
in a book called "The Deuteromelia," pub-
lished in London in 1609, with music accom-
panying; "Handy-dandy, Jack-a-dandy" is a
rhyme the repeating of which was part of an
old game — centuries old. It is referred to in
"Piers Ploughman" (1362) in the lines:
*' Thanne wowede wrong
Wisdom ful yeme
To maken pees with his pens,
Handy-dandy played. "
212
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MOTHER GOOSE
To play the game, a small object was con-
cealed in one of the two hands, which were
tight}y closed and placed one upon the other,
with the question:
' * ELandty-dandy, Jack-Ordaiufy,
Which good hand wH you ha^e?"
or, as a variation,
*' Handy-dandy, riddledy ro, —
Which will you have, hig^ or low ?"
Children to-day still play the game, though
the rhyme is no longer connected with it.
^^ Three children, sliding on the ice, all on a
sununer's day," is found in a book of " Choyce
Poems,*' published in London in 166S, and
later in a volume figuratively entitled "Pills to
Purge Melancholy,'* dated 1719.
Many of the popular nurseiy rhymes are
historical. Several of these have already been
referred to.
"Over the water and over the sea
And over the water to Charley, '*
was an old Jacobite song, sung many a time in
Scotland at midnight meetings in the alehouses
while waiting for "Bonnie Prince Charley."
" Charlie loves good ale and wine " was another
213
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CHILDBEN'S READING
drinkiiig-aoiig of the same period, — some say a
part of the same song, though that is doubtful.
It also refers to the Young Pretender.
'"Bessy BeU and Maiy Gray** is an old
Scotch ballad, well-known before the end of the
seventeenth century. It refers to two young
women of Perth, who fled to the country during
the Plague of 1645. There the lover of one
visited them, carried the contagion, and they
both, if not all three, died. The second verse,
found in nursery collections, in which Bessy is
represented as keeping the garden gate while
Mary kept the pantry, is a comparatively
modem corruption. The original ballad has
four verses. It is a little gem of its kind:
•« O Bessie Bdl and Maiy Gray
Hi^ war twa bomue lasses.
They biggit a bower on yon bum-brae^
And Hieekit it o'er wi' rashes.
'"They theekit it o'er wi' rashes green.
They theddt it o'er wi' heather;
But the pest cam frae the burrows-town
And slew them baith thegither.
** Th^ thought to lie in Methven kirkyaid
Amang their noUe kin;
But they maun lye in Stronach haugh.
To biek f orenent the sin.
214
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MOTHER GOOSE
*' And Besae BeQ and Maiy Gfay
They war twa bonnie lasses;
Th^ big^t a bower oa yon buro-brae^
And theekit it o*er wi' rashes.'*
** Little Jade Homer'* is said by Mr. Andrew
Lang to have lived in Wells, Somersetshire, in
the reign of Henry the Eighth, and the plum that
he pulled out of the Christmas pie was an estate
formerly belonging to the Church, which was
given him by the crown upon the dissolution
of the English monasteries.
"TaflFy was a Welshman, Taflfy was a thief,"
is supposed to refer to the Welsh uprising early
in the fifteenth century, when Owen Glendower
descended upon the English border and made
trouble, for which he afterward paid dearly.
The famihar rhyme which narrates how the
King of Prance went up the hill with twenty
thousand men, and subsequently came down
again, appeared in a little pamphlet called
"K^es Corantoe, or Newes from the North,"
published in London in 1642. It is there
called Tarlton's Song. As Tarlton died in
1588, it must be quite old. No one seems to
have discovered what particular military move-
ment it celebrates. It may have suggested that
215
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CHILDREN'S READING
series of self-evideat propositions b^inning
** There was a crow sat on a stone, ** which closes
with the couplet,
"There was a navy went to %MU]i,
When it returned, it came again."*
The latter is known to have reference to the
failure of the English fleet against Cadiz in
1625.
References to these historical rhymes might
be multiplied indefinitely. There is ^^ Please
to remember the Fifth of November/' referring
to the Gunpowder Plot; there is the "black
man upon the black horse/' which was Charles
the First; there is "Hector Protector, dressed
all in green"; there is "The Parliament
soldiers/' who are said to have "gone to the
King"; and there is
" Queen Anne, Queen Anne, you ait in the sun.
As white as a lily, as fair as a wand."
Then there is the rhyme, "London Bridge
is falling down," which celebrates an event
in the early part of the eleventh century, when
King Olaf, the Norseman, went to England
and broke down London Bridge after a battle
with King Ethelred. The victory found a
place in the Norse sagas, and the following
216
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MOTHER GOOSE
lines from the ^'Heimskrizigla" evidently fonned
the basis of the nursery rhyme:
"London Bridge is broken down.
Gold is won and bright renown.
Shields resounding,
War horns' soundmg,
Hfldur shouting in the din;
Arrows singing,
Man cxMts ringing,
Odin makes our Olaf win."
As one looks back over the history of these
old rhymes, he is filled with wonder at their
vitality. Century after century has passed
over them and they still find a place in every
nursery, a comer in the heart of every child.
Many verses for children have been written
in modem times, which to the adult mind
seem more melodious and attractive, but the
child looks upon them with more or less of cold-
ness. They may amuse him for a time, but
after all, it is his Mother Goose that he takes
to bed with him. He knows noth'ng of its
antiquity nor of its history. He does not
know why he likes it; he simply likes it.
A story is told of the daughter of Horace
Mann, who during the tender years of baby-
hood was studiously kept away from the cor-
217
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CHBLDREN'S BEADING
ruptiDg influeace of all nurseiy nonsense, and
brought up in an eminently proper intellectual
environment When she had become quite
a large giri, she heard one day for the first
time, "High diddle diddle," and was so fas-
cinated by it, that she begged to have it re-
peated to her until she could learn it. This
story proves not only the futility of keeping
children in a strait-jacket, but also the inherent
attraction of Mother Goose aside from all
possibilities of association or training.
What is the secret of this ever-fresn and
ever-enduring popularity? Some thoughtful
persons have claimed to find in the old rhjnnes
hints of profound philosophy which they
think is the preservative principle tiiat has kept
them through tiie centuries. Mrs. Whitney,
in her delidously extravagant ^* Mother Goose
for Grown Folks," has found them fairly bris-
tling with morals. She sees in *'Littie Boy
Blue" an exhortation to youth to shake off
indolence and apply itself to duty; ''Littie
Jack Homer" she conceives to be a satire on
the ^[otism of the successful man; "Littie Bo
Peep" offers comfort to the disappointed;
"Solomon Grundy" is the epitome of life — a
218
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MOTHER GOOSE
simpler and more direct form of Shakespeare's
"Seven Ages"; "The Old Woman who lived
upon Nothing but Victuals and Drink" shows
the longing of the unsatisfied soul after things
spiritual; " Jack Sprat and his Wife" illustrates
the complementary character of human endow-
ments» — each being fitted to its place in the
economy of nature. One of her interpreta-
tions, *'Similia Similibus," affects to show the
meaning of "The Man who jumped into the
Bramble Bush." She says:
"Old Dr. Hahnemann read the tale
(And he was wondrous wise)
Of the man who, in the bramble bush.
Had scratched out both his eyes.
** And the fancy tidded mightily
His misty German brain,
That, by jumping in another budi.
He got ihem back again.
'' So he called it ' Aomo-Aop-athy,*
And soon it came about
That a curious crowd among the thorns
Was hoppmg in and out"
Mrs. Whitney's corollaries are drawn more
in jest than in earnest, but other commenta-
tors have made a ridiculously serious matter of
it We must remember that the popularity
219
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CHILDREN'S READING
of Mother Goose springs f lom the child him-
self, — and what child has any vital concern
as to the lesson in ''little Boy Blue" ? If he
suspected that there is a lesson in it, he would
lose interest at once.
Neither is it the wit or humor that appeals
to the child. Professor Saintsbury tells of an
acquaintance who used to be mightily amused
at the line, *' Hotum, potum, paradise tantum,
peri-meri-dictum, domine," in which he said
the phrase, ''paradise tantum** — orUy paradise
— was the nicest thing he knew. It is proba-
ble that whoever first evolved this choice pig-
Latin had no thought of doing a particularly
nice thing, but perhaps wanted to burlesque
some old Latin formula used by the priests.
At all events, the child sees nothing witty in
it, — the jingle is what attracts him.
The child takes little thought as to what any
of these verses mean. There are perhaps four
elements in them that appeal to him, — first,
the jingle, and with it that peculiar cadence
which modem writers of children's poetry
strive in vain to imitate; second, the nonsense,
— with just enough of sense in it to connect the
nonsense with the child's thinkable world;
220
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MOTHER GOOSE
thiid» the action, — for the stories are quite
dramatic in their way; and fourth, the quaint-
ness. Many of the objects which are referred
to are entirely uninteresting to him in them-
selves, many of them entirely strange and
beyond his horizon — and perhaps this quality
of mystery also adds to them a certain charm.
No child knows exactly what it was that Little
Miss Muffet sat on, — and it is an interesting
experiment to get from a dozen average chil-
dren their ideas on this subject. The concep-
tions range all the way from a rocking-chair
to a mushroom, and I have observed that the
artists who illustrate Mother Goose are as
far apart in their views as the children. Nor
does the child have a very distinct idea of what
Miss Muffet was eating. "Curds and whey"
mean nothing to him. He suspects that
the combination is something nice, — perhaps
something resembling ice-cream, which is his
most exalted conception of things eatable.
What does interest him is the rhyme and the
swing of the metre. " Spider " and " beside her '*
fall on his ear quite pleasantly. Then he has
a vugue feeling of sympathy or of contemp-
tuous pity for the heroine, conditioned upon
221
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CHILDREN'S READING
his own relations with spiders in general. I
remember, in my childhood, passing through
both the sympathetic and contemptuous
stages; the first, a quite delightful sort of terror,
which made me half fear to hear the story;
the second, a complacent pleasure which grew
out of the consciousness of weakness over-
come.
What was it that so attracted Horace
Mann's daughter in ''High diddle diddle"?
First, undoubtedly, the metre, which is a waltz
movement, suggesting all the abandon of the
unusual scene which it celebrates, — this em-
phasized by the alliteration in the first two
lines, like the beat of some barbaric tom-tom.
There is, too, an excellent set of rhymes, except
in the emasculated modem version, which
substitutes ''sport" for the good old English
word "craft," — meaning skill, strength, and
courage, — and thereby destroys the verse,
and the idea as well. Then there is the very
intoxication of movement. Every one is doing
something. And, finally, there is the absolute
nonsense of it all. I do not wonder that the
verse has lasted three hundred years or so;
it is good for at least three hundred more,
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MOTHER GOOSE
unless children grow too wise to love absurdi-
ties and too proper to feel the swing of a half-
savage melody.
Many good people have tried to improve
Mother Goose. A familiar story is that of
the Quaker who revised "High diddle diddle'*
for his little Mary, — making the cow to jump
under the moon, the little dog to barky rather
than laugh, and the cat to run after the spoon,
the dish being debarred from such action on
account of the manifest impossibility of run-
ning without legs. It is not recorded how
little Maiy received the emendations, but it
may be inferred that she did not highly ap-
prove of them.
Every attempt to alter Mother G<x)se for
the better has resulted in failure. To try to
make her sensible is to destroy a large element
of her charm. To modernize her is to lose
that quaint flavor of things half-understood
and wholly unusual, which appeals to every
child. To expurgate her and try to make of
her a moral teacher is to relegate her to the
dust-bin. Some things there are in the old
editions whch are coarse to modem ears, and
judicious editors wisely omit them, but on the
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CHILDREN'S BEADING
^ole, there is little danger that the rising
generation will have its morals or its taste de-
based by this old dassie. To trifle with Mother
Goose is like trifling with Shakespeare. We
have no men or women hving nowadays who
can improve upon her.
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APPENDIX
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APPENDIX
LISTS OF BOOKS SUITABLE FOR SCHOOL AND
SUNDAY-SCHOOL LIBRARIES
[The flffores indicate school grades from primary throngh high
FOLK-LORE, FAIRY AND WONDER TALES,
FABLES, MYTHS, AND LEGENDS
JEsap . . .
Andersea . .
Arabian . .
Baldwin . .
Baldwin . .
Baldwin . .
Baldwin . .
Baldwin . .
Baldwin . .
Baldwin . .
Baiing-Gould
Beckwith
Besant .
Bli]in«Qthal
Brown •
Bunyan
CarroU .
Carroll .
Canyl .
Chamisso
Cliandler
Cbuxch .
Fables
Fairy Tales
Arabian Nights
Faiiy Stories and Fables . . •
Fifty Famous Stories Retold .
Old Greek Stories
Old Stories of the East . . .
The Story of the Golden Age .
The Story of Roland . . . .
The Story of Siegfried . . .
Curious Myths of the Middle
Ages
In Mythland
The Story of King Arthur . .
Folk Tales from the Russian .
In the Days of the Giants . .
Pilgrim's Progress
Alice in Wonderland • . • .
Through the Looking-Glass • •
Davy and the Goblin . . . .
Peter SchlemiU
In the Reign of Coyote • . •
Stories from the Greek Trage-
dians • •
227
6
6
6
8to 4
8to 6
5 to 12
dto 4
8to
4to
4to
4to 8
6 to 10
6 to 10
6 to 10
4to 6
6 to 10
4 to 8
8to 6
5 to 12
5to 8
5to 8
5to 8
6 to 8
5 to 8
6 to 10
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CHILDREN'S BEADING
O&ADEB
Church • • • Stories from Homer .... 6 to 10
Churdi. . . TlieStoiy of the Iliad . . . 6tol0
Chnrdi . . . Stories of the Magidans . . 6 to 10
Chnrdi. . . Stcmes of the Old W(M>ld . . 5tol0
Churdi. • . St(»ies from Viigil . . . . 6 to 10
CoUodi • . . Finocchio: The Adventures of
a Marionette Sto 6
Crancfa . . Translation of Viigfl's ^neid . 8 to 13
Fouqu^ . . Undine 6 to 8
FrandlloQ . Gods and Heroes . . . . Sto 8
Grimm . . Fairy Tales (Selected) . . . 3 to 6
Grover . . Folk-Lore Stories . . . . Ito 2
Guerber . . Myths of Greece and Rome 6 to 8
Harris . . Unde Remus and his Friends . 5 to 8
Harris . . Nights with Unde Remus . . 5to 8
Hairis . . Mr. Rabbit at Home . . . 5to 8
Hairis . . little Mr. TUmblefinger and
his Queer Countiy . . . 5to 8
Hawthorne . Wonder Book 6 to 8
Hawthorne . Tanglewood Tales . . . . 6to 8
(See also Fiction.)
Holbrook. . Bode of Nature Myths . . . dto 3
Homer . . The Odyss^ (Palmer's trans.) . 6 to 12
Homer . . The Iliad (Lang's trans.) . . 7 to 12
Ingdow . . Mopsa the Faiiy . . . . 4to 6
Irving . . Rip Van Winkle 6 to 12
Jacobs (Ed.). R^^nard the Fox Sto 4
Kingsley . . Water Babies 5 to 8
Kingsley . . Greek Heroes 5 to 8
Kipling . . Just So Stories 5 to 8
(See also Fiction, and Nature.)
LaFontaine . Fables 3 to 6
Lamb . . . The Adventures of Ulysses . 6 to 8
228
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APPENDIX
OBADBB
Lang .
. . Blue Fairy Book . . . .
3to 6
Lang .
. . Green Faiiy Book .
3to 6
Lang .
. . Red Fairy Book . .
8 to 6
I/ang .
. . Yellow Faiiy Book .
Sto 6
Lanier
. . The Boy's King Arthur
6 to 12
Lanier
. . The Boy's Mabinogion
6 to 12
Lanier
. . The Boy's Percy
6 to 12
McMuny
. Classic Stories for the Little
Ones . .
2to 4
Mabie
. Norse Stories Retold from the
Eddas
6tol2
Maodonalc
I . At the Back of Ihe North
Wind
5 to 8
Macdonak
i . The Princess and the Goblin .
5to 8
Macdonal(
i . The Princess and Curdie . .
5to 8
Menefee
. Child Stories from the Mas-
ters
5to 8
Mulock-Ci
■aik The Adventures of a Brownie .
4 to 8
Pratt .
. Legends of the Red Children .
4to 8
Pyle .
King Arthur and his Knights .
6 to 10
Pyle .
The Merry Adventures of Robin
Hood
6 to 10
Pyle .
. The Wonder Qock ....
5to 8
Ruskin
. The King of the Golden River
5to 8
Schoolcraf
t . Algic Researches . . . .
7 to 12
Scudder
. The Book of Legends . . .
5to 8
Shaw .
. Stories of the Ancient Greeks .
5 to 8
Steel . .
. Tales of the Punjab ....
6 to 8
Stockton .
Fanciful Tales
5to 8
Swift . .
. Gulliver's Travels . . . .
5 to 8
Wilson
. The Faery Queen (from Spen-
ser)
6 to 10
Zi&alarSa
. Old Indian Legends . . .
4to 8
229
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CHILDREN'S READING
ricTioif
Abbott
. . Mallevffle
. . 6 to 8
Aloott.
. . little Women . . .
. . 6 to 12
Aloott.
. littleMen ....
. . 6 to 12
Akott.
. . Jo's Boys ....
, . 6 to 12
Aloott. .
. AnOld-FashionedGirl .
. . 6 to 12
Aloott.
. JadcandJfll. . . .
. . 6 to 12
Aloott.
. ^inning-Wheel Stories .
. . 6 to 12
Alcott.
. . Jimmie's Cruise in the Pinafore 6 to 12
Aloott.
. Under the LQacs . .
. . 6 to 12
Aloott.
. An Old-Fashioned Thanks-
giving
. . 6 to 12
Alden.
. The Cruise of the Canoe Club. 6 to 8
Aldrich
. Maijorie Daw and Other People 5 to 12
Aldrich
. The Story of a Bad Boy
. . 5to 8
Allen .
. . A Kentucky Cardinal .
. . 6 to 12
Auerbach
. Edelweiss
. . 6 to 12
Austen
. Pride and Prejudice . .
. . 8 to 12
Austen
. Sense and Sensibility
. . 8 to 12
Austen
. 8 to 12
Austin
. StAndishofStandish
. . 7 to 12
Barbour
. For the Honor of the School
I . 6 to 10
Barbour
. TheHalf-Back . . .
. 6 to 10
Barbour .
Behind the Tine ....
. 6 to 10
Barr . .
. A Border Shepherdess .
. 6 to 9
Barr .
. A Daughter (^ Fife . .
. 6to 9
Barrie
. The Litde Minister . .
. 8 to 12
Barrie
. Margaret Ogilvy . .
. 8 to 12
BaiTie
. Sentimental Tommie
. 8 to 12
Barrie
A Window in Thnims .
. 8 to 12
Bennett .
. MasterSkylark . . .
. 6 to 10
Besant
. For Faith and Freedom
. 8 to 12
Black . .
. The Four Macnicols
. 6 to 12
230
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APPENDIX
OilADBB
Black. . . MadeodofDare . . . . 6tol2
Black ... A Princess of Thule .... 6 to 12
Blackmore Loma Doone 7 to 12
Bouvet . . Bernardo and Laurette . . . 6 to 10
Bouvet . . Pierrette 6 to 10
Bouvet . . A Child of Tuscany .... 6 to 10
Bouvet . . Sweet William 6 to 10
Bouvet . . Prince Tip-Top 6 to 10
Boyesen . . Against Heavy Odds . . . 7 to 12
Boyesen . . Norseland Tales 6 to 10
Boyesen . . Boyhood in Norway . . . 6 to 10
Boyesen . . Gunnar 8 to 12
Bronte . . The Professor 8 to 12
Bronte . . Shirley 8 to 12
Bryant . . The Christmas Cat . . . . 5 to 7
Bulwcr-Lytton The Last Days of Pwnpeii . . 7 to 12
Bulwer-Lytton Rienzi 7 to 12
Bulwer-Lytton Harold 7 to 12
Bulwer-Lytton The Last of the Barons . . 7 to 12
Bulwer-Lytton Zanoni 7 to 12
Burnett . . Little Lord Fauntleroy . . . 5 to 8
Burnett . . Little Saint Elizabeth . . . 5 to 8
Burnett . . The Little Princess (Sara Crewe) 5 to 8
Burnett . . That Lass o' Lowrie's . . . 8 to 12
Bumey . . Evelina 8 to 12
Butterworth . Log Schoolhouse on the Colum-
bia 5 to 8
Butterworth . A Knight (^ Liberty . . . 5 to 8
Butterworth . The Pflot of the Mayflower . 5 to 8
Butterworth . The Patriot Schoohnaster . . 5 to 8
Cable . . . Bonaventure 8 to 12
Cable ... Dr. Sevier 8 to 12
Cable . . . The Grandissimes .... 8 to 12
231
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CHILDREN'S READING
Ccrrantes
Gcmens
Gcmens
Qemeoa
Coffin.
Connor
Connor
Connor
Connor
Codkige
Coolidge
Coolidge
Codidge
Coolidge
Cooper
Cooper
Co(^>er
Cooper
Cooper
Cooper
Cooper
Oxpct
Cooper
Craddock
Craddock
Craddock
Craddock
Craddock
Craddock
Crane (Ed.)
Crockett .
Crockett .
OBADE8
Don Quixote 6 to 12
Prince and Paiq)er . . . . 6 to 12
Old Times an. the Miaaiasippi . 7 to 12
Tlie Adrentuies d T<»n Sawyer 6 to 12
Dan of Millbrook . . . . 7tol2
TheSlqrFflot 8 to 12
The Man from Glengany . . 8 to 12
Glengarry Sdiod Days ... 6 to 8
Blac^Rodc 8 to 12
What Kaly Did 6 to 10
WhatKalyDidatSchod . . 6tol0
Clover 6 to 10
In the Hi^ Vallqr . . . . 6tol0
A New Year's Baigain . . . 6 to 10
The Last of the Mohicans . . 7tol2
The Pathfinder 7 to 12
The Deerslayer 7 to 12
The Pioneers 7 to 12
The Prairie 7 to 12
The Redskin 7 to 12
TheSpy 7tol2
ThePilot 7tol2
The Water Witch . . . . 7tol2
In the Tennessee Mountains 6 to 12
The Prophet of the Great Smoky
Mountains 6 to 12
The Story of Keedon Bluffs . 6tol2
The Young Mountaineers . . 6 to 12
Down the Ravine . . . . 6 to 12
The Story of Old Fort Loudon. 6 to 12
Italian Popular Tales . . . 7 to 10
Kit Kennedy, Country Boy . 6 to 12
The Stickit Minister . ' , , 7 to 12
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APPENDIX
OBADES
Cuminiiis
. TheLami^hter
. . . 8tol2
Dana .
. Two Years Before the MasI . 6 to 12
Daniel
. . Andiee Theuriette .
. . . 6tol2
Daskam
. . The Imp and the Angel
. . 6 to 12
Daakam
. The Madness of Philip
. . . 6tol2
DeAmicis
. Cuore: An Italian Schoolboy's
Journal . . .
. . . 6 to 12
Defoe.
Robinson Crusoe
. . . 4tol2
DelaRam^e Findelkind . . .
. . 4to 8
De la Ram6c The Child of Urhino
. . . 4to 8
DelaRam^ The Ntimberg Stove
. . . 4to 8
Diaz .
. Polly Cologne . .
. . . Sto 6
Diaz .
. The William Henry Letters . 5 to 10
Diaz .
. William Henry and his Friends 5 to 10
Dickens
. The Pickwidc P«^)ers
. . . 7tol2
Dickens
. ATaleofTwoaties
. . 8 to 12
Dickens
. David Copperfield .
. . 7 to 12
Dickens
. Dombey and Son
. . 7 to 12
Dickens
. Nicholas Nickleby .
. . 7 to 12
Dickens
. Oliver Twist . . .
. . 7 to 12
Dickens
. Martin Chuzzlewit .
. . 7 to 12
Dickens
. The Old Curiosity Shop
. . 7 to 12
Dickens
. Bleak House . . .
. . 7 to 12
Dickens
. Little Dorrit . . .
. . 7tol2
Dickens
. BamabyRudge . .
. . 7 to 12
Didcens
. Our Mutual Friend .
. . 7 to 12
Dickens
. Great Expectations .
. . 7tol2
Dickens
. Christmas Books
. . 6 to 12
Dodge
. HansBrinker . .
. . 6 to 10
Dodge
. The Land of Pludc .
. . 6 to 10
Dodge
. Donald and Dorothy
. . 6 to 10
Dodge (Ec
L) . New Baby World .
. . Sto 6
Doyle.
. MicahGarke . .
. . 8 to 12
233
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CHILDREN'S READING
DmDM
Dumas
DoncMi
Ebcfs .
Ebcfs .
Ebcfs .
Ebcfs .
E4ge«rorth
E4ge«rorth
Edgeworth
Edgcworth
E^Sglestoii
Eliot, G«oi]ge
Eliot, Geoi^
Eliot, Geoige
Eliot, G«oiige
Eliot, Geoi^
Eliot, Geoi^
Eliot, Geoige
Eliot, Geoi^
Chatrian
Ewiog . .
Ewing
Ewing
Ewiog
Ewing
Ewing
Ewing
Ewing
Field .
Tbe Three Musketeers . . . 8 to 12
Twenty Yean After .... 8 to 12
Dr. Luke of the Labrador . . 8 to 12
An Egyptian Princess . . . 8 to 12
The Emperor 8 to 12
Uarda 8 to 12
Joshua 8 to 12
Early Lessons 6 to 8
Moral Tales 6 to 8
Parent's Assistant . . . . 6to 8
Popular Tales 6 to 8
The Hoosier Schoolmaster . . 8 to 12
TheHoosier Schoolboy . . . 6 to 12
Romola 8 to 12
SQas Mamer 8 to 12
Middlemarch 8 to 12
Danid Dat>nda 8 to 12
AdamBede 8 to 12
The Mill on the Floss . . . 8 to 12
Scenes of Clerical Life . . . 8 to 12
Felix Holt 8 to 12
Madame Theresa . . . . 6 to 12
Brothers of Pity, and Other
Tales of Beasts and Men 5 to 10
Daddy Darwin's Dovecote . 5 to 10
A Flatiron for a Farthing . . 5 to 10
Jackanapes 5 to 10
Jan of the Windmill ' . . . 5 to 10
Mary's Meadow 5 to 10
Six to Sixteen 5 to 10
Story of a Short Life . . . 5 to 10
A Little Book of Profitable Tales 6 to 12
234
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APPENDIX
Fletcher
Frederic
GaakeU
Goldsmith
Hale
Hale
Hale
Hale
Hale
Hale, L. P.
Hale, L. P.
Harris
Harrison
Hawthorne
Hawthorne
Hawthorne
Hawthonie
HcJland . .
Holland . .
Holland . .
Hopkins . .
Hopkins .
Housekeq)er .
Howells
Howells .
Howells .
Hughes .
Hughes
Hugo . .
Hugo . .
OBADBS
Maijorie and her Papa . . . 2 to 5
IntheVaUqr 8 to 12
Cranford 8 to 12
ThericarofWakcBeld. . . 8tol2
The Man without a Country . 6 to 12
Philip Nolan's Friends . . . 6 to 12
In His Name 6 to 12
His Level Best 6 to 12
Ten Times One is Ten . . . 6 to 12
The Peterkin Papers . . . 5to 8
Last (^ the Peterkins . . . 5 to 8
Plantation Pageants . . . . 6 to 12
InStoryland 5 to 8
The Marble Faun . . . . 8tol2
The House of the Seven Gables 8 to 12
Twice-Told Talcs . . . . 6tol2
Mosses from an Old Manse . 8 to 12
(See also Folk-Lore, etc.)
Arthur Bonnicastle . . . . 6tol2
Sevenoaks 6 to 12
Nicholas Mintum . . . . 7 to 12
The Sandman: His Farm Stories 8 to 6
The Sandman: More Farm
Stories 3 to 6
Hermit of Livry 6 to 12
A Boy's Town 6 to 10
The Flight of Pony Baker . 6 to 10
The Rise of Silas Lapham . . 8 to 12
Tom Brown at Rugby . . . 6 to 12
Tom Brown at Oxford . . . 7 to 12
Jean Valjean (Abridged from
Les Mis^ables) . . . . 8tol2
Ninety-Three 8 to 12
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CHILDREN'S READING
Kdlogg.
KiDgsley
KiDgsIey
KiDgsIey
Kipliiig
Kipling
Kipling
Kipliog
Lamb
LQjeQcrantK
LongfeUow
Loti . .
Stories ToU to ft Chad (2 vols.)
The Legend at Sleepy Hollow
TheAIhambra
Tales of a Travdler . . . .
Bracebridge Hall . . . .
(See also FoIk-Lore» ete.)
logelow
IrviQg
IrviQg
IrviQg
IrviQg
Jackson
Jat^son . . Nell/s SQver Mine . . . .
Jewett . . Betty Leicester's CSirisbnas
Jewett . . Flay Days
Johnson . . Bandas, Prince of Abyssinia .
Johnston . . The Little Cdond ....
Johnston . . Two Little Knights of Kentucky
Kdlogg . . LicMi Ben of Efan Island. . .
KeUogg . . Chariie Bdl d Ehn Island . .
KeOogg . . The Aric ci Ehn Island . . .
Kellogg . . The Boy Fanners of Elm Island
Kdlogg . . The Young Shipbuilders' of Elm
Idand
. Haidscrabble of Ehn Island .
Hereward the Wake . . .
Hypatia
. Westward-Ho
. Captains Courageous . . .
. Soldiers Three
. Wee Willie Winkie . . . .
. FuckofPook'sHm . . . .
(See also Folk-Lore, Nature, ete.)
Laboulaye . Abdallah
Tales from Shakespeare . .
The ThraU of Leif the Lucky .
Hyperion
The Romance d a Child . .
4to 6
7tol2
8 to 12
8 to 12
8 to 12
8 to 12
5 to 8
6 to 10
4to 8
8 to 12
6to 8
6to 8
6to 8
6to 8
6 to 8
6 to 8
6to 8
6to 8
8 to 12
8 to 12
8tol2
6 to 12
6 to 12
5to 8
5to 8
6 to 12
6 to 10
6 to 12
8 to 12
8 to 12
d by Google
APPENDIX
OBADES
M acDonald . Annals of a Quiet Ndghbor-
hood 8 to 12
MacDonald . Malcolm 8 to 12
Mad>onaId . Robert Falconer 8 to 12
MacDonald . SirGibbie 8 to 12
MacDonald . Warlbdc o' Glen Wariock . . 8 to 12
Madaren . . Beside the Bonnie Brier Bush . R to 12
Maclaren . . Kate Carnegie 8 to 12
Martineau . The Crofton B<^ ... . 6 to 12
Martineau . The Peasant and the Prince 7 to 12
Mitchell . . Hugh Wynne, Free Quaker. . 8 to 12
Mdesworth . The Cuckoo Qock . . . . 6tol2
Mdesworth . Christmas Tree Land . . . 6 to 12
Morris . . Sigurd the Volsung . . . . 6 to 12
Mulock-Craik John Halifax, Gentleman . . 8 to 12
Mulock-Craik The Little Lame Prince . . 5to 8
Page . . . Two Little Confederates . . 5to 8
Page . . . In Ole Virginia 7 to 12
Page . . . A Captured Santa Claus . . 6to 8
Perry . . . Three Little Daughters of the
Revolution 6 to 8
Phelps-Ward. ALostHero 8 to 12
Phelps-Ward. The Trotty Book . . . . 4 to 6
Phelps-Ward . Gypsy Breynton . . . . 6 to 10
Hympton Dear Daughter Dorothy . . 6 to 10
Poe . . . The Fall of the House of Usher 8 to 12
Poe . . . The Gold Bug 8 to 12
Porter . . Scottish Chief s 6 to 12
Porter . . Thaddeus of Warsaw . . . 6 to 12
Prentiss . . Little Susy Stories . . . . 6to 8
Pyle . . . Otto of the Silver Hand . . 6to 8
Pj^le . . . Men of Iron 6 to 8
Ray . . . Rinaultree . . . . . 8 to 12
237
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CmLDBEN'S READING
ROKfe
Ridiaidi
Richaidt
Richaidi
Richaidt
Richudt
Biduads
RicliAidi
Saintiiie
Saintine
Saint-Fiene
Scott .
Soott .
Scott .
Scott .
Scott .
Scott .
Scott .
Scott .
Scott .
Scott .
Scott .
Scott .
Scott .
Scott .
Scott .
Scott .
Scott .
Seawell
Segur .
GKADES
TlieCloiflter and the Hearth . 8tol2
Put Youndf in his Place . . 8tol2
It '8 Never Too Late to Mend . 8 to 12
Queen Hildcgaide . . . . 6tolO
Melody 6 to 10
The Golden VTmdofWB . . . 6 to 10
Captain Januaiy . . . . 6 to 10
Five-Minute Stories . . . . 8to 6
More Five-Minute Stories . . 4to 6
Quidnilver Sue 4 to 6.
Stories from Old English Poetiy 8 to 12
PiodoU 6 to 12
AlcMie 6 to 12
Paul and Virgima . . . . 7tol2
Ivanhoe 7 to 12
Guy Mannering 7 to 12
The Talisman 7 to 12
Rob Roy 7 to 12
Quentin Durwaid . . . . 7 to 12
Kenilwoith 7 to 12
Old Mortality 7 to 12
Waverlqr 7 to 12
Woodstodc ...... 7to 12
The Monastery 7 to 12
The Abbot 7 to 12
TheAntiquaiy 7 to 12
The Heart of Mid-Lothian. . 7 to 12
Redgauntlet 7 to 12
PeverilofthePeak . . . . 7tol2
The Pirate 7 to 12
The Bride of Lammermoor . 7 to 12
The Rock of th^ lion . . . 6 to 10
Sophie 6 to 8
238
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APPENDIX
Shaip.
. . TheOtherBqy
cnusiB
7tol0
Shaip
. . The Youngest Girl in School .
7 to 10
Shaw
. CasUeBlair ......
7 to 10
Shaw
. . Hector
7 to 10
Smith
. Arabella and Araminta . . .
Ito 8
Smith
. Roggie and Reggie . . . .
Ito 3
Spyri
. Heidi
4to 8
Stevenson
. Treasure Island
6 to 12
Stevenson
. The Black Arrow . . . .
6 to 12
Stevenson
. Kidnapped
6 to 12
Stevenson
. The Master of BaUantrae . .
8 to 12
Stowe.
. Undc Tom's Cabin ....
7tol«
Stowe .
. Oldtown Folks
8 to 12
Stowe . .
A Dog^s Mission . . . .
5to 8
Stowe . ,
. Queer Little People. . . .
6to 8
Stowe . .
. Uttie Pussy WiUow. . . .
6 to 10
Stuart
. Solomon Crow's Christmas Pock-
ets, and Other Tales . . .
6 to 10
Taylor .
6 to 12
Taylor .
. The Stoiy of Kennett . . .
6 to 12
Thackeray
. Henry Esmond
8 to 12
Thadceray
. Vanity Fair
0tol2
Thackeray
. Pendennis
8 to 12
Thadseray
. TheNewcomes
8 to 12
Thackeray
. The Viiginians
8tol2
Thackeray
. The Rose and the Ring . . .
5to 8
Thanet .
. WeAU
6 to 12
Thaxter .
. Stories and Poems for Children
5to 8
Tomlinson
. A Jersey Boy in the Revdution
6to 8
Tomlinson
. Three Colonial Boys . . .
6to 8
Tomlinson
. Three Young Continentals . .
6to 8
Trowbridg
e . Cudjo'sCave
6 to 10
Trowbi
id»
e . A Start in Life
6 to 10
d by Google
CHILDREN'S BEADING
6 to 10
TWmbii4ge . The Kelp Gathetos . . .
6 to 10
TWmbiicige . Tlie Scariet Tanager . . .
6 to 10
TWmbiicige . Tlie Lotteiy Tidcet . . . .
6 to 10
Ttowbridge . Two Biddicat Boys . . . .
6 to 10
Trowbridge . Hii One Fault
6 to 10
TVowfaridge . Jade Hazard and his For-
tones
6 to 10
VanP^e
. Tlie Other VTise Man . . .
(See also Essays, etc.)
6 to 12
Wallace
. The Fair God
8 to 12
Wallace
. BenHur
7 to 12
Warner
(
. . Being a Boy
See also Nature, Travel, and Essays.)
6 to 12
Waterloo
. TheStoiyofAb
6 to 12
Weaver
. MyLa<fyNdl
6 to 12
Whitaker
. Zoc
6 to 12
Whitaker
. TipCat
6 to 12
Whitaker
. M.orN
6 to 12
Whitaker
. Lil
6 to 12
Whitaker
Miss Toos^s Mission . . .
6 to 12
White.
. A little Girl ol Long Ago . .
6 to 8
White.
. Ednah and her Brothers . .
6 to 8
White.
. When.MollywasSix . . .
8to 6
Whitney
. WeGffls
6 to 10
Whitney
Homespun Yams . . . .
6 to 10
Whitnqr
. Faith Gartne/s Girlhood . .
6 to 10
Whitney
. A Summer in Ijeslie Gold-
thwaite's Life
6 to 10
Whittier
. Child Life in Prose (Selections)
5 to 12
Wiggin
. Timothy's Quest . . . .
6 to 10
Wiggin
. PoUyOUver^s Problem . . .
6 to 10
Wiggin
. The Stoiy of Patsy . . . .
240
6 to 10
d by Google
APPENDIX
Wiggin . .
Wiggin . .
Wiggin . .
Wilkins-Pree-
man
Wilkins-Pree-
man . .
WiUdns-Free-
man . .
Wilkins-Prce-
man
Wister
Woods
Woods
Wyss .
Yonge
Yonge
Yonge
Yonge
Zollinger
Zdlinger
The Story Hour ....
The Birds' Christmas Card
Rebecca of Sunny brook Farm
OAADES
5to 8
6 to 10
6 to 12
The Jamesons 7 to 12
A New England Nun, and Other
Stories
The Pot €i Gold, and Other
Stories ....
In Colonial Times .
The Virginian . .
Six Little Rebels
Dr. Dick ....
Swiss Family Robinson
The Heir 6t Redclyff e
Daisy Chain . . .
Trial
The Pillars of the House (2
vols.)
Maggie McLanehan . . .
The Widow O'Callaghan's Boys
POETRY
The Ballad Book . . . .
The Light of Asia ....
The Light of the World . .
Sohrab and Rustum . . .
Golden Poems
Allingham
Arnold
Arnold
Arnold
Browne (Ed.)
Browning, E. B. Poems . .
Browning, Robt. Poems . .
Browning, Robt Nairatiye Poems
241
7 to 12
7 to 12
7 to 12
7 to 12
7 to 12
6 to 10
6 to 10
6 to 12
6 to 12
6 to 12
6 to 12
6 to 12
6 to 12
6 to 12
0tol2
0tol2
7 to 12
5 to 12
7 to 12
0tol2
6tol2
d by Google
CHILDREN'S READING
BfTtat . . Poods 8 to 12
Burai. . . Sdeded Poems 8 to 12
Byron. . . Tbe Fkuoner of Chillon, and
ChildeHaidd'sPflgrimage . 9 to 12
C«7 . . . Poems 6 to 12
diMioer . . PhJogue, and Knight's Tale . 9 to 12
Child's Treasoiy of Lyrics 5 to 8
Cody (Ed.) . Tlie Great Engliah Poets . . 6 to 12
Coleridge . . Rime of the Ancient Mari-
ner 8tol2
Dante. . . IMvine Comedy (Longfellow's
Trandaiicm) 9 to 12
Emerson . . Poems 8 to 12
Emerson (Ed.) Pamassur (Selections) . . . 6 to 12
Field . . . LuflabyLand 4 to 6
Gayky and
Flaherty (Ed8.)Poetry of the People . . . 6 to 12
Goethe . . Faust (Trans, by Bayard
Taylor) 9 to 12
Goldsmith . Tbe Deserted Village, The
Traveller, etc 9 to 12
Gray . . . El^gy in a Country Church-
yard 8 to 12
Holland . . Kathrina 8 to 12
H<^es . . Poems 8 to 12
Homer . . The Odyssey (Bryant's Trans.) 8 to 12
Homer . . The Iliad (Bryant's Trans.) . 8 to 12
Ingdow . . Poems 7 to 12
Ingoldsby . . Ingddsby Legends . . . . 6 to 12
Lanier . . Poems 7 to 12
Longfellow . Poems 8 to 12
Longfellow (Ed.) Poems of Places (Selections) . 5 to 12
Lowell . . Poems 5 to 12
242
d by Google
APPENDIX
Macaulay . Lays of Azicient Rome . . . 6 to 112
Meredith . . Lucfle 8 to 12
Milton . . Paradise Lost 8 to 12
Milton . . Shorter Poems 8 to 12
Palgrave (Ed.) Grolden Treasury of Songs and
Lyrics 8 to 12
Fktmore . . The ChildTen's Garland . . 6 to 12
Poe . . . Sdeded Poems 8 to 12
Tcfpe . . . Sdected Poems 8 to 12
Schiller . . Sdected Poems . . . . . 9 to 12
Scott . . . Poems 7 to 12
Shakespeare . Complete W<ffks 6 to 12
Shelley . . Selected Poems 9 to 12
Spenser . . Britomart (From Faery Queen) 6 to 12
Stevenson . A Child's Garden of Verses. . 4 to 6
Tennyson . Selected Poems 9 to 12
^^rgil . . . The^neid(Conin£rton's Trans.) 8 to 12
Whittier . . Poems 5 to 12
Whittier (Ed.) Chfld Life in Poetry (Selec-
tions) ' 8 to 12
Whittier (Ed.) Songs of Three Centuries . . 6 to 12
Wigginand
Smith (Eds.) The Posy Ring (Selections) . 8 to 8
Wordsworth . Poems 8 to 12
ESSAYS, LETTERS, AND ADDRESSES
Addison . . Sir Roger de Coverley Papers . 9 to 12
Burke . . . Speech on Conciliation . . . 8 to 12
Carlyle . . Heroes and Hero-Worship . . 9 to 12
Carlyle . . Sartor Resartus 9 to 12
Chesterfield . Letters (Selected) . . . . 8tol2
Qark . . . Self-Culture 8 to 12
Crowest . . The Story of the Art of Music . 8 to 12
Cuitia . . Prueandl 9tol2
243
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CHILDKEN'S READING
EoMfMD
. . Essagrs (Ist and 2d series) . .
9 to 19
EoMfMD
. . Representatiye Men . . .
Otol2
Everett
. . Ethics for Young Pe<^e . .
8 to 12
Harriflon
. . The Choice of Books . . .
7 to 12
Holmes
. . The Autocrat of the Breakfast
Table
8 to 12
Holmes
. . Hie Prof essor at the Breakfast
Table
8 to 12
Holmes
. .. The Poet at the Breakfast Table
8 to 12
Inring
. . The %etch Book . . . .
7 to 12
Lamb.
. Essays of Elia
9 to 12
Lang .
. . Old Friends
8 to 12
Lincoln
. . Addresses and Letters . . .
7 to 12
Lowell
Among my Books ....
8 to 12
Lowell
. Fireside Traveb
8 to 12
LoweU
. My Study Windows ( 2 vob.) ,
8 to 12
LoweU
. Letters .
8 to 12
Lubbock
Pleasures of Life ....
8 to 12
Mabie
. Books and Culture ....
8 to 12
Macaulay
. Essay on Warren Hastings . .
8 to 12
Marcus An
irdius Thoughts
8 to 12
Mathews .
. Getting On in the World . .
8 to 12
Mitchell .
. About Old Story-TeUere . .
8 to 12
MitcheU .
. Reveries of a Bachelor . . .
9 to 12
MitcheU .
. Dream Life
9 to 12
Munger
. On the Threshold . . . .
8 to 12
Porter
. Bod&s and Reading ....
8 to 12
Roosevelt
American Ideals
8 to 12
Ruskin
. Sesame and Lilies . . . .
8 to 12
Ruskin
. Athena: The Queen of the Air
8 to 12
Ruakin
. Crown of Wild Olive . . .
8 to 12
Ruskin
. Ethics of the Dust . . . .
8 to 12
Smiles
. Self-Help .
244
8 to 12
d by Google
APPENDIX
G&ADES
Smiles . . Thrift 8 to 12
Spalding . . Education and the Higher Life 8 to 12
Starrett . . Letters to a Daughter . . . 8 to 12
Van Dyke, H. The Blue Flower . . . . 8 to 12
Van Dyke, J. C. Nature for its Own Sake . . 9 to 12
Wagner . . The Simple Life 9 to 12
Warner . . Backlog Studies 9 to 12
Washington . Rules of Conduct; Letters and
Addresses 8 to 12
Webster . . Bunker Hill Address; Adams
and Jefferson 8 to 12
Wilson . . Making the Most of Ourselves . 8 to 12
BIOGRAPHY AND HISTORY
ANCIENT
Church . . Pictures from Greek Life and
Church .
Church .
Churdi .
Church .
Church .
Church .
Froude
Gilman
Guerber .
Hosmer .
Mahaffy .
Rawlinson
Shumway .
Smith . .
While. .
Storks from Herodotus . . .
Pictures from Roman Life and
Story
The Story of Carthage . . .
Stories from Ldvy . . . .
Roman Life in the Days of Cicero
Two Thousand Years Ago . .
Life of Caesar
The Story of Rome ....
Story of the Chosen People
The Story of the Jews . .
The Story of Alexander's Empire
The Story of Ancient Egypt
A Day in Ancient Rome . .
Carthage and the Carthaginians
Boys' and Girls' Plutarch . .
2i5
6 to 12
6 to 12
6 to 12
6 to 12
6 to 12
6 to 12
6 to 12
8 to 12
7 to 12
5to 8
7 to 12
8 to 12
8 to 12
7 to 12
8 to 12
7 to 12
d by Google
CHILDREN'S READING
HEDLBYAL AMD MODERN EUROPEAN
GRADES
AinsworOi . The Tower of Loodmi . . . 7 to 12
Atherton . . liaiooPolo 6 to 12
BUusddl . . Stories feom English Histoiy . 5 to 8
Boswdl . . Lif e of JohnaoD 8 to 12
Boyesen . . Story of Norwmy 8 to 12
Cariyle . . The French Rc^utioii . . . 9 to 12
Cariyle . . Life of Cromwell . . . . 9tol2
Carpenter . Joan of Arc 5 to 8
Churdi . . Stories fnHn English Hist(»7 . 7 to 12
Churdi . . With theKing at Oxford . . 7 to 12
Clemens . . The Prince and the Pauper . . 5 to 8
Dickens . . A Child's History of England . 6 to 10
Gihnan . . The Story of the Saracens . . 8 to 12
Gould . . The Story of Germany . . . 8 to 12
Green . . Short History of the English
People 8 to 12
Griflis . . Brave Little Holland and What
She Taught Us .... 8 to 12
Griflis . . Young People's History of Hol-
knd 7 to 10
Guisot . . Life of Oliver Cromwell. . . 9 to 12
Hale . . . The Story of Spain .... 8 to 12
Headley . . Napoleon and his Marshals . . 8 to 12
Henning . . Maid of Orleans(Upton*s Trans.) 6 to 8
Kirkland . . Short Histoiy of France . . 7 to 12
Kuhn . . . Barbarossa (Upton's Trana.) . 6 to 8
I-,anier. . . The Boy's Froissart .... 7 to 12
Lockhart .. Life of Scott 8 to 12
Markham . Heroes of Chivalry .... 7 to 10
Motley . . Rise of the Dutch Republic . 8 to 12
Mulock-Craik Goethe and Schiller .... 9 to 12
Oliphant . . Royal Edinburgh .... 9 to 12
246
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APPENDIX
Oliphant .
Oliphant .
Jeanne d*Arc
OBADBi
9 to 12
. Makers of Florence . .
9 to 12
Ol^hant .
. Makers of Venice . .
9 to 12
Ol^hant .
. Makers of Modem Rome
9 to 12
Pitman
. Stories of Old France .
6 to 10,
rrescott
. Ferdinand and Isabella .
8 to 12
SchiUer .
. The Thirty Years' War
9 to 12
Scott . .
. Tales of a Grandfather .
6 to 10
Souths .
Life of Nelson ....
6 to 12
StrickUnd
. life of Queen Elizabeth
6 to 12
Tappan .
Tappan .
. England's Story . . .
6 to 12
. In the Days of Alfred the Great
6 to 12
Tappan .
. In the Days of William the C(»i-
queror
6 to 12
Tappan .
. In the Days of Queen Elizabeth
6 to 12
Tappan .
. In the Days of Queen Victoria
6 to 12
Thackeray
8 to 12
Temple .
. England's Histoiy as Pictured
by Famous Painters . . .
6 to 12
Yonge .
. Christians and Moors of Spain
7tol2
Yonge .
. Young Folks' History of Ger-
many
7 to 12
Yonge .
. Young Folks' History of France
AMEBIGAN
7 to 12
Abbott
Columbus
7 to 12
Abbott .
. DeSoto
7 to 12
Abbott
. La Salle
7 to 12
Abbott
. MflesStandish
7 to 12
Abbott .
. Peter Stuyvesant . . . .
7 to 12
Abbott .
Daniel Boone
7 to 12
Abbott
David Crockett
7 to 12
Abbott .
. ExtCarson
7 to 12
2i7
d by Google
CHILDREN'S BEADING
Baldwin
Baldwin
Baldwin
Baldwin
Bedbe.
Bigdow
BlaiadeU
Blaiadell-Ban .
%ook8,£.S.
Brooks, E.S.
Brooks, £. S.
Brooks, £. S.
Brooks, £. S.
Brooks, £. S.
Brooks, £. S.
Brooks, E. S.
Brooks, Noah
Burton . .
Burton . .
Butterworth .
Butterworth .
Catherwood .
Catherwood .
Cody . . .
Christopher Columbus . . .
Discoveiy of the Old North-
CttAOBi
7tol2
5 to 10
Ccmquest of the OkL Northwest 5 to 10
Four Great Americans . . . 5 to 8
Abraham T«incoln . . . . 5to 8
Four American Naval Heroes . 5 to 8
William Cullen Bryant . . . 8 to 12
Short Stories ficxn American
History 4 to 8
Hero Stories from American
Histoiy 5to 8
Century Book for Young Ameri-
cans 6 to 10
Century Book of Famous Ameri-
cans 6 to 10
Century Book of the American
Colonies 6 to 10
Century Book of the American
Revolution 6 to 10
Stories of the Old Bay Stote . 6 to 10
The True Story of Abraham
Lincoln 6 to 10
TheTrueStoryof LaFayette . 6 to 10
The True Story of U. S. Grant 6 to 10
First Across the Continent . . 6 to 10
Four American Patriots . . 5 to 8
The Story of La Fayette . . 5 to 8
The Boyhood of Lincoln . . 5 to 8
Story of Magellan .... 5 to 8
Heroes of the Middle West . 7 to 12
The Story of Tonty .... 7 to 12
Four American Poets . . . 5 to 8
248
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APPENDIX
OBADEB
Coffin. .
. Old Times in the Colonies . .
6 to 10
Coffin. .
. The Boys of '76
6 to 10
Coffin . .
. Building the Nation ....
6 to 10
Coffin . ,
. Drum Beat of the Nation . .
6 to 10
Coffin . .
. Marching to Victory . . .
6 to 10
Coffin. .
. Redeeming the Republic . .
6tol0
Coflin. .
. Freedom Triumphant . . .
6tol0
Coffin . .
. The Boys of '61
6 to 10
Cooke.
. Stories of the Old Dominion .
6 to 10
Drake
. Making of New England . .
7 to 10
Drake
. Making of the Great West . .
7tol0
Drake
. Making of Virginia ....
7tol0
Drake
. MakingoftheOhioValleyStates
7 to 10
Dye . .
. The Conquest: The True Story
of Lewis and Clark . . .
7tol«
Earle . .
. Child Life in Colonial Days .
7 to 12
Earle . ,
. Colonial Days in Old New York
7 to 12
Karle .
. Stage Coach and Tavern Days
7 to 12
Eggleston
. . Stories of Great Americans for
Little Americans ....
8to 6
Eggleston
. . Stories of American Life and
Adventure
4to 8
Fiske .
. Discovery of America . . .
8 to 12
Fiake .
. Old Virginia and Her Neighbors
8 to 12
Fiske .
. TheWarof Independenoe . .
8 to 12
Fiske .
. . Critical Period in American
History
8 to 12
Franklin
. . Autobiography
7 to 12
Griffis
. . The Romance <rf American Col-
7 to 12
Hart .
. . Romance of the Civil War . .
7 to 12
Hart .
. . Source Readers in American His-
tory (4 vob.)
7 to 12
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CHILDREN^ READING
ORADEB
Hart-Chapmaii How Our Grandfatibcn lived . 7 to 12
Hawtbone . Grandfather*! Chair . . . 6 to 10
Headl^ . . Washington and His Generals . 8 to 12
Higginson. . Heniy W. Longfellow . . . 9 to 12
Higginson. . History of the United States . 7 to 12
. . Ralph Waldo Emerson . . . 8 to 12
. . A Short History of the Missis-
sqipiVall^ 8 to 12
Howells . . Stories of Ohio 7 to 12
Irving . . Knickerbocker's History of New
York 8 to 12
Irving . . Life of Columbus . . . . 8tol2
Lrving-Fiflke . Washington and His Country . 7 to 12
Jewett . . Story of New England . . . 7 to 12
Kieffer . . Recollections of a Drummer
Boy 7 to 12
McMuny . . Pioneer Stories of the Missis-
sippi Vall^ 7 to 10
Montgomery . Beginner's American History . 5 to 8
Moore-Tiffany Pilgrims and Puritans . . . 5 to 8
Parkman . . California and Oregon TVail 7 to 12
Parianan . . Conspiracy of Pcmtiac . . . 8 to 12
Parianan . . Count FVontenac and New
France 8 to 12
Parkman . . Half Century of Conflict . . 8 to 12
Parkman . . Jesuits in North America . . 8 to 12
Parkman . . La Salle and the Discovery of
the Great West . . . . 8tol2
Parkman . . Pioneers of France in the New
World 8 to 12
Parkman . . Montcahn and Wolfe . . . 8 to 12
Parkman . . The Old Regime in Canada
under Louis XIV . . . . 8 to 12
250
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APPENDIX -
OBADBB
Pairish . . Historic Illinois 7 to 112
Terry . . Four American Pioneers . . 5 to 8
Pratt . . . American EUstory Stories . . 4to 6
Pratt . . . Stories of Colonial Chilclren . 4to 6
Pratt . . . Stories of Massachusetts . . 4to 6
Presoott . . Conquest of Mexico . . . . 8 to 12
Prescott . . Conquest of Peru . . . . StolS
Roosevelt-Lodge Hero Tales from American His-
tory 7 to 18
Roosevelt . . Episodes bom the Winning of the
West 7tol«
Scudder . . Greorge Washington . . . . 7 to 12
SeaweH . . Decatur and Somers . . . . 7 to 12
SeaweU . . Twelve Naval Captains . . . 7 to 12
Seawell . . Midshipman Paulding . . . 7 to 12
Seawell . . Little Jarvis 7 to 12
Seawell . . Paul Jones 7 to 12
Seelye . . Story of Columbus .... 7 to 10
Sdey . . . The Boys of 1812 and Other
Naval Heroes 7 to 10
Sol^ . . . The Sailor Boys of '61 . . . 7tol0
Sparks . . The Expansion of the American
People 8 to 12
Stockton . . Stories of New Jers^ . . . 7 to 12
Thompson Stories of Indiana . . . . 7 to 12
Thwaites . . How Greorge Rogers Clark Won
the Northwest 7 to 12
Tomlinson A Short History of the Revolu-
tion 7 to 12
Towle . . Magellan 7 to 12
Towle . . Pizarro 7 to 12
Towle . . Raleigh 7 to 12
Towle . . Sir Francis Drake . . . . 7tol2
251
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CHILDREN'S BEADING
Towle .
. VaM»daGama
OBAOBB
7tol«
Waracr .
. Washington Irving ....
8tol«
Wintoburn
. The Spaniflh in the Southwest .
7 to 12
Woodbeny
. Nathanid Hawthonie . . .
8tol2
GianSAL AND mSCELLANEOUB
AndrawB .
. Ten B(^ Who Lived on the
Road fKHn Long Ago to Now
6to 8
Bolton. .
. Poor Boys Who Became Famous
7toW
BoHoQ. .
. Girb Who Became Famous
7tol«
BohoQ. .
. Famous Leaders Among Men .
7 to 12
Brooks, E. S.
Chivaliic Days
6 to 12
Brooks, E. S.
HistcHicBoys
6 to 12
Brooks, E. S.
Historic Girb
6 to 12
Crea^
. Fifteen Decisive Battles of the
Wcffld
7 to 12
Hale . .
. Stories of Adventure . . .
6 to 12
Hale
. Stories of Discovery ....
6 to 12
Hale
. Stwies of Invention ....
6 to 12
Hale
. Stories of the Sea . . . .
6 to 12
Hale
. Stories of War . . . . .
6 to 12
Lang
. The True Story Book . . .
6 to 8
Lang
. The Red True Story Book . .
6to 8
Parton
7 to 12
Riis . .
8 to 12
Washington3-T.Up From Slavery . . . .
8 to 12
Yonge
. A Book of Golden Deeds . .
6 to 12
Yonge .
. A Book of Worthies . . . .
GEOGRAPHY AND TRAVEL
6 to 12
Allen . .
. Paris
8 to 12
. Seven Little Sisters ....
4to 8
Andrevi
78 .
. Each and All
4to 8
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APPENDIX
Ayrton
Bacon
Ballou
Bayliss
Besant
Boyesen
Brassey
Brooks
Brooks
Brooks
Butterworth
Butterworth
Butterworth
Butterworth
Butterworth
Butterworth
Butterworth
Butterworth
Carpenter
Qemens .
Cook, Capt.
Crawford .
Curtis
Dana . .
Darwin
Deming .
GRADBS
Child Life in Japan . . . . 5 to 8
Japanese Girls and Women 8 to 12
Footprints of Travel . . 7 to 12
In Brodc and Bayou . . . 8 to 12
London to 12
Boyhood in Norway . . . 7 to 12
Voyage in the Sunbeam . . . 7 to 12
Story of the Indian . . . . 7 to 10
. The Boy Emigrants .... 6 to 10
The Boy Settlers . . . . OtolO
Zig-zag Journeys in the British
Isles 7 to 12
Zig-zag Journeys in the Great
Northwest 7 to 12
Zig-zag Journeys in Acadia and
New France 7 to 12
Zig-zag Journeys in Classic Lands 7 to 12
Zig-zag Journeys in India . . 7 to 12
Zig-zag Journeys in Europe 7 to 12
Zig-zag Journeys in the Levant 7 to 12
Zig-zag Journeys around the
World 7 to 12
Geographical Readers (5 vols.):
North America, South Ameri-
ca, Europe, Asia, and Australia 5 to 8
Innocents Abroad . . . . 7 to 12
Three Voyagesaround the World 7 to 12
Ave Roma Immortalis . . . 9 to 12
Nile Notes of a Howadji . . 9 to 12
Two Years before the Mast . 7 to 12
What Mr. Darwin Saw in His
Voyage round the World . . 7 to 12
Indian Child Life . . . . 2to 4
253
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CHILDREN'S READING
DuGuuDa
DuChaillu
DuChaillu
DuChailltt
DuCluulltt
DuChailhi
Field .
Frere .
Piyc .
GiilBfl
Grinndl
Hale .
Hale .
Hale .
Hale .
Hay .
Headland
Headland
Holden
Hough
Howells
HoweUa
Irving
IngeraoII
Irving
Jackson
James
Jenks .
TheCoimtiyof tfaeDwails. . 5tol2
Stories of the Gorilla Ckxmtiy . 5 tol2
Lost in the Jungle . . . . 5tol2
My Apingi Kingdom . ... 5 to 12
Under the Equator .... 5 to 12
Tlie Land of th^ Long Night . 5tol2
An Indian Bc^ood ... . 7 to 12
Rome 8 to 12
OldDeccanDays . . . . 7tol2
Brooks and Brook Baaini . . 8to 6
In the Mikado's Service . . 8tol2
The Story of the Indian . . 7tol2
A Family Flight through France,
Gcnnany, Norway, and Swit-
seriand 7 to 12
AFamilyFlightthroughMezico 7 to 12
A Family Flight through Spain 7 to 12
A Family Flight through Egypt
and Syria 7 to 12
Castilian Days 9 to 12
Chinese Boy and Girl ... 5 to 8
Our Little Chinese Cousin . . 4 to 8
Along the Florida Reef . . . 7 to 12
The Story of the Cowboy . . 7 to 12
Tuscan Cities 8 to 12
Venetian Life 8 to 12
Bonneville 8 to 12
Knocking 'round the Rockies . 7 to 12
Tales of a Traveller. . . . 7tol2
BitscrfTraveb 7 to 12
A Little Tour in France. . . 8 to 12
The Childhood of Ji-Shib» the
Qjibway 5 to 8
25^
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APPENDIX
Jewett . . Land (rf the Pointed Fir. . . 7 to 12
Kennan . . Tent life in Siberia . . . . 7 to 12
Knox . . . Travels of Marco Polo . . . 5 to 12
Knox . . . Boy Travellers in Australasia . 7 to 12
Knox . . . Boy Travellers in Great Britain
and Ireland 7 to 12
Knox . . . Boy Travdlers in Southern
Europe 7 to 12
Knox . . . Boy Travellers in Egypt and the
Holy Land 7 to 12
Knox . . . Boy Travellers in Coitral
EuK^ 7 to 12
Knox . . Boy Travellers in Northern
Europe 7 to 12
Knox . . . Boy TraveUcrs in Japan and
China 7 to 12
Knox . . . Bqy TraveUers in Mexico . . 7 to 12
Knox . . . Boy Travellers in South Ameri-
ca 7 to 12
Krout . . . Two Girls in China . . . . 4 to 8
Krout . . . Alice's Visit to the Hawaiian
Islands 4 to 8
Lee,YanPhou When I was a Boy in China 5 to 8
Livingstone . Last Journals 7 to 12
Longfellow . Outre Mer 7 to 12
Lununis . . The Enchanted Burro . . . 7 to 12
Lyman . . Hawaiian Yesterdays . . . 7 to 12
Martineau . Feats on the Fiord . . . . 7tol2
Meriwether . A Tramp Trip through Europe 7 to 12
Mfller . . Child Life in Japan . . . . 5 to 8
Millet . . . The Danube 8 to 12
Nansen . . Farthest North 7 to 12
Ober . . . Hie Silver City 6tol2
255
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CHILDREN'S READING
Feaiy
Feuy
Rod
Rod
Rdd
Roberts
Sanfoid
Sdiwatka
Schwatka
Scidin<»«
Scudder
Scudder
Scudder
Scudder
Stanly
Stanly
Starr .
Starr .
Stevens
Stevenson
Stevenson
Stockton
Stockton
Taylor
Taylor
Taylor
Thompson
Thwaites .
Thwaites .
OBABBB
ChildFen of the Arctic . . . 6 to 8
A Snow Baby 5 to 8
B<^ Hunters (North America) . 6 to 12
Bush Boys (South Africa) . . 6 to 12
Young Voyageurs (Canada) 6 to 12
Around the Camp Fire . . . 6 to 12
The-Wandering Twins (Labra-
dor) 6 to 12
Children of the Cold. . . . 6to 8
Land of the Cave and Cliff
DweUers 6 to 12
Jinrikisha Days in Japan . . 7 to 12
Docas, the Indian Boy of Santa
Clara 5 to 8
Doings (rf the Bodl^ Family . 7 to 10
The Bodleys on Wheels . * 7 to 10
Mr. Bodley Abroad .... 7 to 10
How I Found Livingstone . . 7 to 12
Through the Dark Continent . 7 to 12
American Indians . . . . 7 to 12
Strange Peoi^es 7 to 12
Around the World on a Bicycle 7 to 12
Across the Plains . . . . 7 to 12
An Inland Voyage . . . . 7 to 12
Personally Conducted . . . 7 to 12
Jolly Fellowship 6 to 10
Boys of Other Countries . . 6 to 10
By-Ways of Europe .... 7 to 12
Views Afoot 7 to 12
Gold Seeking on the Dalton
Trafl 7 to 12
Down Historic Water Ways . 7 to 12
On the Storied Ohio . . . 7 to 12
256
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APPENDIX
qff^mMi
Wade. . .
Our little Cuban Cousin . .
6to 8
Wade. .
Our Little Japanese Cousin
6to 8
Wade. .
Our Little Norwegian Cousin .
6to 8
Wade.
Our Little Russian Cousin . .
6to 8
Warner
In the Levant
8tol2
Warner
My Winter on the Nile . . .
8 to 12
Warner
Saunterings
8 to 12
Wiggin
A Cathedral Courtship; Penel-
•
ope's English Experiences
7 to 12
Wiggin
Penelope's Irish Experiences .
7 to 12
Wiggin
Penelope's Progress (Scotland)
7 to 12
Winter
Shakespeare's England . . .
8 to 12
Yonge
little Lucy's Wonderful Globe
5to 8
Young
By Canoe and Dog Train . .
7 to 12
Young
My Dogs in the Northland
7 to 12
Young
Three Boys in the Wild North
Land
7 to 12
Youth's Com-
panion . .
The Wide World . . . .
5 to 12
Youth's Com-
' panion . .
Northern Europe . . . .
5 to 12
Youth's Com-
panion . .
Under Sunny Skies . . . .
5 to 12
Youth's Com-
panion . .
Toward the Rising Sun . . .
5 to 12
Youth's Com-
: panion . .
NATURE AND SCIENCE
5 to 12
Abbott . .
A Boy on a Farm ....
4to 8
Aiken and Bar
bauld . .
Eyes and No Eyes . . . .
5to 8
AUen . . .
The Story of the Plants . . .
6 to 10
257
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CHILDBEN'S BEADING
GBADliS
AOcn . . . Fiaahlighte on Nature . . . 7 to 10
Andrews . . Stories Mother Nature Told
her Childreii 8 to 7
Andrews . . Stories of my Four Friends . Sto 6
Baldwin . . The Stcvy of the Mine . . . 8 to 12
Ban . . . Starland 8 to 12
BaiHett . . Animals at Home . . . . 8tol2
Baskett . . The Stc»y of the Birds . . . 8tol2
Baskett . . The Story of the Fishes . . 8 to 12
Beard . . . Curious Homes and their Ten-
ants 5 to 8
Bergen . . Glimpses at the Plant World . 5 to 8
Blanchan . . Bird Ndghbors 7 to 12
Blanchan . . Birds that Hunt and are Hunted 7 to 12
BUinchan. . How to Attract the Birds . . 7 to 12
Blanchan . . Nature's Garden 7 to 12
Brown . . Rab and hb Friends ... 5 to 8
Buckley . . Fairyland of Science . . . 6to 8
Buckley . . Life and her Children . . . 6to 8
Buckley . . Through Magic Glasses . . 6 to 8
Bu<Uqr . . Winners in Life's Race . . . 6to 8
Burkett, Stevens,
and Hill . Agriculture for B^ginnos . . 6 to 12
Burroughs . Birds and Bees ..... 6to 12
Burroughs Sharp Eyes 6 to 12
Burroughs . Squirrels and Other Fur Bearers 7 to 12
Burroughs Locusts and Wild Honey . . 8 to 12
Burroughs . Wake Robin . . . . 8 to 12
Burroughs Winter Sunshine 8 to 12
Burroughs Pepacton 8 to 12
Burroughs . Fresh Fields 8 to 12
Carove . . The Story without an End . . 7 to 12
Chambers . The Story of the Eclipses . . 8 to 12
258
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APPENDIX
Chambers . The Stoiy of the Solar System .8 to 12
Chambers . The Story of the Stars . . . 8 to 12
Chapoian . . Birds of Eastern North America 7 to 12
Oodd . . . The Story of Primitive Man . 8 to 12
Comstock . Manual of Insects . . . . 7 to 12
Conn . . . The Story of Germ Life . . 8 to 12
Conn . . . The Story of the living Machine 8 to 12
Dana . . . How to Know the Wild Flowers 7 to 12
Dana . . . How to Know the Ferns . . 7 to 12
Darwin . . Origin of Species . . . . 9 to 12
Darwin . . Descent of Man 9 to 12
DelaRam^ A Dog of Flanders .... 4 to 12
Dickerson Moths and Butterflies . . . 5 to 12
Dopp . . . The Tree Dwellers . . . . 8 to 6
Drummond . The Monkey that would not Kill 8 to 12
Eddy . . . Friends and Helpers . . . 4 to 8
Ensign . . Lady Lee, and Other Animal
Stories 4 to 6
Gatty . . . Parables from Nature . . . . 6 to 12
Gibson .. Eye Spy 7 to 12
Gibson . . Sharp Eyes 7 to 12
Gould . . Mother Nature's Children . . 8to 6
Grinnell . . Our Feathered Friends . . . 7 to 12
Guyot . . Earth and Man 9 to 12
Hamerton Chapters on Animals . . . 7 to 12
Hardy . . Sea Stories for Wonder Eyes . 8 to 6
Harrington About the Weather . . . . 8 to 12
Herrick . . Chapters on Plant Life . . . 8 to 12
Herrick . . The Earth in Past Ages . . 8 to 12
Hodge . . Nature Study and liife . . . 7 to 12
Holden . . The Earth and Sky . . . . 8tol2
Holden . . The Family of the Sun . . . 8 to 12
Holden . . The Sciences 5 to 8
259
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CHILDREN'S READING
Holland . . The Butterfly Book . . . . 7tol2
Holland . . TheMothBook 7 to 12
Howard . . The Insect Book 7 to 12
Ingenoll . . The Book of the Ocean . . 7 to 12
IngenoU . . WildNeighbors 7 to 12
Jackaon . . Cat Stories 5 to 8
Jefferies . . SirBevis: A Tale of the Fields 4tol0
Jdionnot . . Friends in Feathers and Fur 8 to 6
Jdionnot . . Neighbors with Wings and Fins 4 to 6
J<xdan . . Matka and Kotik . . . . 6tol0
Jordan . . True Tales of Birds and Beasts 7 to 12
Jordan . . Sdenoe Sketches 8 to 12
Kelly . . . Short Stories of Shy Neighbors 3 to 6
Keyser .. . InBiidland 5 to 12
K^yser . . Birds of the Rockies . . . 7 to 12
Kingsl^ . . Madam How and Lady Why . 6 to 8
Kingdey . . Town Geology 7 to 12
Kipling . . Jungle Book 5 to 8
Kipling . . Second Jungle Book . . . . 5to 8
Kirby . . . Aunt Martha's Comer Cupboard 5 to 8
Lindsay . . The Story of Animal life . . 8 to 12
Long . . . Beasts of the Field .... 5 to 12
Long . . . Fowls of the Air 5 to 12
Long . . . Following the Deer . . . . 5 to 12
Long . . . School of the Woods . . . 6 to 12
Long ... A Little Brother to the Bear 5 to 12
Long . . . Northern Trails 5 to 12
Lounsbmy . A Guide to the Wild Flowers . 7 to 12
Lounsbmy . A Guide to the Trees . . . 7 to 12
Martin . . The Story of a Piece of Coal . 6 to 12
Merriam . . Birds through an Opera Glass . 8 to 12
Merriam . . Birds of Village and Field . . 8 to 12
MiUer . . Bird Ways 6 to 12
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APPENDIX
Mfller. . . First Book of Birds .
Miller . . . Second Book of Birds
Miller . . Four-handed Folk
Miller. . . True Bird Stories
McHrley . . Insect Folk . .
Morley . . Butterflies and Bees
Morley . . A Song of Life .
Motley . . Little Mitchell .
Morl^ . . Bee People . .
Morl^ . . Grasshopper Land
Munro . . The Stcwy of Electricity . .
Noel . . . Buz: The Life and Adventures
of a Honey Bee ....
Patterson. . The Spinner Family . . .
Pierson . . Among the Meadow People
Pierson . . Among the Pond People . .
Pierson . . Among the Night People . .
Proctor . . The Expanse of Heaven . .
Roberts . . The Ejndred of the Wild . .
Scudder . . Frail Children of the Air . .
Sedcy . . . The Story al the Earth . . .
Seton . . . The Biography of a Grizzly
Seton . . . Lives of the Hunted . . .
Seton . . . The Trail of the Sand Hill Stag
Seton . • . Wild Animals I have Known
Sewell . . Black Beauty
Thoieau . . Walden
Thoreau . . A Week on the Concord and
Merrimac Rivers ....
Thoreau . . The Maine Woods . . . .
Torrcy . . Everyday Birds
Torrey . . Rambler's Lease . .
Trimmer . . The History of the Robins . .
261
OBADE8
5 to 12
5 to 12
5 to 12
4to 8
5to
5to
5to
5to
5to
7 to 12
8 to 12
5to
5to
5to
5to
5to
8 to 12
7 to 12
5 to 12
8 to 12
5 to 12
5 to 12
5 to 12
5 to 12
5 to 10
9 to 12
9 to 12
9 to 12
6 to 12
8 to 12
a to 12
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CHILDB£N'S BEADING
lyndan ,
. Fonns of Water
<«ADE8
Qtol2
lyndan .
. Floating Matter in the Air . .
9 to 12
Vinoeoft
. The Animal World ....
8 to 12
ViDoeoft .
. Tlie Plant World ....
8tol2
Waincr .
. A-HuntingoftheDeer . . .
8 to 12
Weed.
. The Insect World ....
7 to 12
Weed. .
. LtfeHistoriesofAmericanlnsects
7 to 12
Whedodr
. Nestlings of Fewest and Marsh .
7 to 12
White. .
. Natural History of Selbome
7 to 12
WiUdnsQD
. The Story of the Cotton Plant .
8 to 12
Wri^t
Citizen Bird
6to 8
INDUSTRIES AND MANUAL TRAINING
Baker.
. . Boys' Book of Inventions . .
7 to 12
Baker.
. . Boys' Second Book of Inventions
7 to 12
Beaid.
. . American Boys' Handy Book .
6 to 12
Beaid.
. . American Girls' Handy Book .
6 to 12
Beazd.
. . Outdoor Handy Book . . .
6 to 12
Beazd.
. . Jack of AU Trades ....
6 to 12
Blade.
. . Ci^itainKodak
7 to 12
G088 .
. . Bench Work in Wood . . .
8 to 12
HOI .
. . Fighting aFire . . . .
7 to 12
Kirby.
. . Amit Martha's Comer Cupboard
6 to 12
Pearson
. . Gutenberg; or. The Art of Print-
ing
7 to 12
Rodieleau
. Great American Industries
(8vob.)
7tol2
Shinn .
. . Tlie Story of the Mine . . .
8 to 12
St. John
. . Hovi^ Two Boys Made their Own
Electrical Apparatus . . .
7 to 12
St John
. . Things a Boy should Know
about Electricity . . . .
7 to 12
Stofy .
. . The Stoiy of Photograplyr . .
m
8 to 12
d by Google
APPENDIX
OEADn
Waterhouse .
The Stoiy of the Art of Building
8 to 12
White. . .
How to Make Baskets . . .
7tol«
White. . .
Mm Baskets, and How to Make
Them
7tol2
Williams . .
The Romanoe of Modem Inven-
tions
8 to 12
Wyman . .
The Story of the Railroad . .
8 to 12
Youth's Com-
panicm . .
Industries of To-day. . . .
8 to 12
Youth's Com-
panioa . .
Triumphs of Science . . .
QOVBRNMBNT
8 to 12
Alton .
Among the Law Makers . .
7 to 10
Austin . .
Unde Sam's Secrets . . . .
7 to 10
Austin . .
Unde Sam's Soldiers . . .
7tol0
Hill . . .
Lessons for Junior Citizens
5 to 10
Nofdhoff ,
Politics for Young Americans .
8 to 12
Roosevelt and
Others . .
The Ship of SUte ....
ART
6to 8
Bate»<7ufld .
Masters in Art (5 vob.) . . .
8tol2
Binns . . .
Story of the Potter ....
8 to 12
Clement . .
Painters, Sculptors, Architects,
and Engravers ....
0tol2
Clement and
Button. .
Artists of the Nineteenth Cen-
tury and their Works. . .
0tol2
Home^cobey
Stories of Great Artists . . .
4to 6
Hoyt . . .
The World's Painters and their
Pictures
8 to 12
Hurll . . . Greek Sculpture . . . . 7tol2
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CHILDREN'S READING
OBADE8
Huril . . . Tuscan Sculpture . . . . 8tol2
Hurll . . . Raphael 8 to 12
Hurll . . . Michelangelo 8 to 12
Huril . . . Rembrandt 8 to 12
Hurll . . . Jean Francois MOlet . . . 8 to 12
Hurll . . . Sir Joshua R^rnolds . . . 8 to 12
Hurll . . . Murillo 8 to 12
Huril . . . Titian 8 to 12
Huril . . . Landseer 8 to 12
Huril . . . C<»Teggio 8 to 12
Huril . . . VanDyck 8 to 12
Jameson . . Legends d the Madonna . . 8 to 12
Mathew . . The Story of Architecture . 8 to 12
Ram^ . . Child of Urbino (Raphael) . . 5 to 8
Rusldn . . Mornings in Florence . . . 8 to 12
Rusldn . . . Stones of Venice 8 to 12
Great Pictures Described by
Great Writers 8 to 12
Turrets, Towers, and Temples. 8 to 12
VanDyke,J.C. How to Judge of a Picture . . 8tol2
Van I^ke, J. C. The Meaning (^Pictures . . 9tol2
Wuxry . . Stories of the Tuscan Artists . 8 to 12
Williamson, (Ed. )Great Masters in Painting and
Sculpture (a number of vol-
umes) 9 to 12
Singleton
Adler .
Arnold
Arnold
Babcock
Baldwin
Baldwin
BOOKS FOR TEACHERS
. The Moral Instruction of Children.
. Reading: How to Teach It
. Waymarks for Teachers.
. Bird Day.
. Fifty Famous Stories Retold.
. The Book Lover.
264
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APPENDIX
Beebe . . First School Year.
Boston Collection of Kindergarten Stories.
Brigham . .
Geographic Influences in American His-
tory.
Bryan . . .
Practical Basis of Teaching.
Bryant . .
How to Tell Stories to Children.
Bidfinch . .
The Age of Fable.
Bulfinch . ,
The Age of Chivahy.
Burrage . .
Teaching of History and Civics.
Can . . .
Power through Repose.
Chubb. . .
Teaching of English.
Gark . . .
How to Teach Reading.
Cody (Ed.) .
A Selection from the Great English Poets.
Comenius
The School of Infancy.
Compayre
Lectures on Pedagogy.
Cramer . .
Notes to Students on the Art of Study.
Cumnock
School Speaker.
DuBois . .
The Point of Contact in Teaching.
DuBois . .
Reckonings from Little Hands.
De Ganno
Dutton . .
Social Phases of Education in the School
and in the Home.
Dye . . .
The Story-Teller's Art
Kliot . . .
Poetry for Children.
Emerson . .
Essays.
Field, Eugene
With Trumpet and Drum.
Fields Eugene
Love Songs of Childhood.
Froebel . .
The Education of Man.
Gayley . .
Classic Myths in English Literature.
GiUan . . .
Riffle Creek Papers.
HLstoiy of Pedagogy.
Harrison . .
Study of Child Nature.
Hemenway .
How to Make School Gardens.
Henderson
Education and the Larger Life.
265
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CHILDBEN'S BEADING
mwUe .
Horace Mann.
Hodge .
. Nature Study and Life.
Hoire. .
. Physical Nature of the ChiM
Hondb .
. A Boy's Town.
Hyde . .
. Speaker and Beader.
Junes. .
. TaIk8toTeadiers,onP^ychQl<«y.
Jocdan .
. Science Sketches.
Kd^ . .
. little Citizens.
Kcnjon
. Firrt Years in Handicraft.
Kern . .
. AmoDg Country Schools.
Knifl . .
. lifeofPestalood.
TjinifT,
. The Boy's King Arthur.
. Thou^^ts on Education.
LoweQ
. Books and Libraries.
McMuny.
. Hie Method of the BedUtbn.
McMuny.
. f^>ecial Method in Natural Sdenoe.
McMuny.
. Speaal Method in Primaiy Reading.
McMuny.
. Special Method in the English Chissics.
MAhie
. Books and Culture.
MaHe
. Norse Stories Retold from the Eddas.
Maflaon .
. Early Training of Children.
Martin
. Emmy Lou: Her Bode and Heart.
Menefee .
. Child Stories from the Masters.
AoLoutton
. BibUcal Masterpieces.
Oppeoheim
. Development of the Child.
Page . .
. Theoiy and Practice.
Parker. .
Perdue and Gris-
wold .
. Language through Nature^ Literature,
and Art
Poulaaon .
. In the Chfld's World.
Quick. .
. Educational Reformers.
Rabb . .
. National Epics.
Bice . .
. History and Literature.
266
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APPENDIX
Rouflseau . .
Emfle.
Ruskm . .
Sesame and Lilies.
Scuddfsr . .
literature in Schools.
Scudder . .
Childhood in literature and Art
Shairp . .
Poetic Interpretation of Nature.
Shennan . .
little Folks' Lyrics.
^dnner . .
Readings in FdOc-TiOre.
Skinner . .
Hie Schoohnaster in Literature.
Skinner . .
The Schoohnaster in Comedy and Satire.
Smith. . .
Evolution of Dodd.
Spalding . .
Education and the Higher Life.
Education.
SuUy . . .
Studies of Chfldhood.
Thatcher . .
The Listening Child.
Thompson .
Day Dreams of a Schoolmaster.
Philosophy of Teaching.
Tompkins
Philosophy of School Management.
Tracy. . .
P^chology of Childhood.
Van Dyke. .
Counsel upon the Reading of Books.
Warner, C. D.
Being a Boy.
Warner, Francis Nervous System of the Child.
White. . .
Court of B<^yville.
Wiggin . .
Children's Rights.
Wiltse . .
Kindergarten Stories and MomingTalks.
Wiltse . .
Hace of the Story in Early Education.
Wray . . .
Jean MitcheU's School.
Yongc . .
LitOe Lucy's Wonderful Globe.
REFERENCE BOOKS FOR SCHOOL LIBRA-
RIES
(Reference Books in History are included in the list begin-
ning on page 245.)
Adams . . Text-Book of Commercial Geography.
Baldwin . , The Book Lover.
267
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CHILDREN'S READING
Budett . .
Familiar QuotatioiUB.
Bigdow . .
Punctiiatkm.
Dictionaiy of Phrase and Fable.
Bnmtt . .
Reader's Handbook.
Brooldngs and
BingwaU .
Briefs for Debate.
Browne
Golden Poems.
Bulfindi . .
Age of Chivaliy.
Bulfindi . .
Age of Fable
Century Dictbnaiy and Qrd(^)edia.
Champlin
Champlin
Chanq)lin
Oaik . .
Clement .
Cody (Ed.)
Cody (Ed.)
Cody (Ed.)
Cody (Ed.)
Crabbe .
Cumnock
Dana . .
Gayley
Gayl^ and
Flaberty
Guerber .
Young Folks' Qydopedia of Common
Things.
Young Folks' Qycl(q)edia of Literature
and Art
Young Folks' CJydopedia of Persons and
Haoes.
A Study of the English Prose Writers.
Handbook of Legendary and Mythologi-
cal Art.
The Great English Poets.
The World's Greatest Short Stories.
.The Best English Essays.
The World's Great Orations.
English Synonymes.
School Speaker.
How to EInow the Ferns.
Classic Myths in English Literature.
Poetry of the People.
Myths of Greece and Rome.
Harper's Dictionaiy of Gassical literature and Antiquities.
Haydn . . Dictionary of Dates.
Hodge . . Nature Study and Life.
Hoyt . . . The World's Painters and their Pictures.
268
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APPENDIX
Hyde . . . School Speaker and Reader.
Imperial Atlas of the World (latest edition).
International En(^(^)edia.
Kiepfert . . Atlas Antiquus.
Uppincott Biographical Dictionaiy.
Lippincott . Gazetteer of the World.
Longmans . Atlas. (Chisholm and Leete.)
Lomisberry . A Guide to the Wild Flowers.
Lounsbeny . A Guide to the Trees.
MacCoun . Historical Geograpl^ of the United
States.
International Geography.
American Lands and Letters.
Golden Treasury.
Introduction to American Literature.
Introduction to English Literature.
History of English Literature.
Farliamentaiy Rules.
Familiar Talks on English Literature.
Rules of Order.
Thesaurus of English Words.
An Introduction to the Study of Society.
Mill .
MitcheU
Palgrave
Pancoast
Panooast
Painter
Reed .
Richardson
Robert
Rogel .
Small-Vincent
Standard Dictionaiy.
Statesman's Year Book.
Webster . . International Dictionaiy.
Webster . . Imperial Dictionary.
Wendell . . English Composition.
Wheeler . . Dictionary of Noted Names of Fiction.
Wheeler . . Familiar Allusions.
White . . . Money and Banking.
Who 's Who in America (latest edition).
Who's Who (English) (latest edition).
Woodbum American Politics.
WcMrld Ahnanac.
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CHILDREN'S READING
A BEFEBENCE LIBRARY FOR SUNDAY
SCHOOLS
Abbott . .
Ufe and Times of Paul.
Andrews .
Life of Christ
Banks . .
Hero Tales from Sacred Stay.
Baitiett . .
Apostolic Age.
Bennett-Adeny
Biblical Introduction.
Bowne . .
The Lnmanence of God.
Breasted . .
History of the Egyptians.
Bridgman. .
Stc|)8 Chiistwaid.
Briggs. . .
The Ethical Teaching of Jesus.
Broadus . .
Jesus of Nazareth.
Brown.
Sunday School Movements in America.
Bnunbaiuii .
The Making of a Teacher.
BurUm
Records of the Apostolic Age.
BwUm . .
Sbxxt Introduction to the Gospels.
Burton and
Mathews .
Principles and Ideals in the SundaySchool.
Burton and
Mathews .
Constructive Studies in the Life d Christ.
Burton and
Stevens
A Harmony of the Gospels.
Butler. . .
How to Study the Life of Christ
Cadman . .
Christ in the Gospeb.
Coe . . .
The Religion of a Mature Mind.
Coe . . .
Education in Religion and Morab.
G>nybeare and
Howson
life and Episties of St. Paul.
Cragin . .
Kindergarten Stories for Sunday School
and Home.
Creaaey . .
The Chin*ch and Young Men.
Davis . . .
Dictionary of the Bible.
Davis . . .
Outline Hi.<ftory of the Life of Christ
270
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APPENDIX
Dawson
. . life of Christ.
Dods .
. . The Bible: Its Origin and Nature.
Dods .
. . The Parables of Our Lord.
DuBois
. Hie Natural Way in Moral Training.
Da Bob
. The Pomt of Ccmtact in Sunday School
Teaching.
Edersheim
. lifeofChrist
Edershemi
. In the Days (^Christ: Sketches of Jewish
Social Life.
Fallcylove
and
Kelman
. TheHolyLand.
Fairar
. . Life of Christ
Fairar
. . Messages of the Books.
Forbush
. . Travel Lessons on the Old Testament
(With Stereoscope.)
Forbush
. . Travel Lessons on the Life of Jesus.
(With Stereoscope.)
Forbush
. . The Boy Problem.
Forbush
. . The Boys* Life of Christ
Foster
. . Poetical Illustrations of the BiWe, Vol. n.
Fowler
. The Prophets as Statesmen and Preachers.
Gdkie
. . Hours with the Bible.
Gladden
. . Applied Christianity.
Goodspeed
I . ffistory of the Babylonians and Assyrians.
C'Historical Seriesfor Bible Students.")
Gore .
The Sermon on the Mount.
. Seven Laws of Teaching
Hanus
. A Modem School.
Harrison
. . Some Silent Teachers.
Harrison
. . A Study of Child Nature.
Haslett
. Pedagogical Bible School.
Hastings
. Bible Dictionary (5 vols.).
Haven
. Bible Lessons for Little Beginners.
Houghton
. Telling Bible Stories.
271
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CHILDREN'S BEADING
Hou^toii
. The life of Christ in Picture and Story.
Hunter .
. After the Exile.
Hyde. .
. Practical Ethics:
Inglk. .
. Bible Text Cyclopedia.
Jlilidber .
. Introduction to the New Testament.
Kent . .
. History of the Hebrew People— The
United Kingdom. (" Historical Series
for Bible Students.")
Kent . .
. History <rf the Hebrew People— The Di-
vided Kingdom. ("Historical Series
for Bible Students.")
Kent . .
. History dt the Jewish Peoi^— Baby-
lonian, Persian, and Greek Periods.
("Historical Series for Bible Students.")
Kent . .
. Wise Men of Ancient Israel and their
IVoverbs.
King . .
. Rational Living.
King . .
. Letters to a Sunday School Teacher.
Lewin
. Fasti Sacra.
Longman
. The Principles of Religious Education.
McCurdy
. History, Prophecy, and the Monuments.
McFadyen
. Introduction to the Literature of the Old
Testament.
McGiffert
. The Apostolic Age.
MacCoun
tory(2vols.).
Madde .
. Bible Manners and Customs.
Mathews .
. History of New Testament Times in
Palestine.
Mathews .
. The Messianic Hope in the New Testa-
ment.
Mathews .
. The Social Teachings of Jesus.
Mathewson
. Spiritual Development of Paul.
Mead . .
. Modem Methods in Sunday School Work.
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>
^ Menzie .
APPENDIX
. History of Religion.
Moore
. The New Testament in the Christian
C/iiurcb.
Moulton .
. Literary Study of the Bible.
Moulton .
. Books of the Bible.
Otlley. .
. The Religion of land.
Oxford Bible Cydopedia Concordance.
Paton .
. Early History of Palestine and Syria.
Peabody .
. Jesus Christ and the Social Question.
Peabody .
. Jesus Christ and the Christian Character.
Peloubet .
. The Front Line of the Sunday School
Movement.
Pindi. ,
. The Old Testament in the Light of His-
torical Records.
Poefs Bible.
Price . .
. The Monuments and the Old Testament.
Purvea
. The Apostolic Age.
Ramsay .
. St. Paul, the Traveller and the Roman
Citizen.
Ramsay •
. The Church in the Roman Empire.
Rhees. .
. The Life of Jesus. ("Historical Series for
Bible Students.*')
Riggs . .
. Histoiy of the Jewish People— Marca-
bean .and Roman Periods. ("Histori-
cal Series for Bi^le Students.")
Safanond .
. ParaUes of Our Lord.
Sanday .
. Sacred Sites of the Gospth.
Sanday .
. Outlines of the Life of Christ
Sanders .
. Outlines of the Study of BibUcal History
.
and Literature — From the Earliest
Times to the Captivity.
Sanders .
. Outlines for the Study of BibUcal His-
tory and Literature — From the Exile
to 200 A. D.
273
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CHILDREN'S READING
Sdiaff
. . Bible Dktkmaiy.
Shddon .
. An Ethical Sunday School.
Smfth. .
. Sunday School Teaching.
Skntth .
. Historical Geography d the Holy Land.
Staffer
. . Palestine in the Time of Christ.
Stalker
. . The Trial and Death of Jesus.
Stanley
. . History of the Jewish Church.
Startmdc
. Psydiology of Rdigion.
Stevcm
. The Teaching of Jesus.
Stewart
. The Land of Israel.
Siifly .
. Studies in Childhood.
TllOOIBOII.
. The Land and the Book. (New Edition.)
Tinot (Olv
ist) The Old Testament (The illustrations
also issued in a set, moimted on cards.)
Torr^ .
. New TojMcal Text-Book.
TrumbuD
. Studies in Oriental Social Life.
TrumbuB
Teaching and Teachers.
TVentieOi Centmy Bible.
Vaugfaan .
. The Prayers of Jesus Christ
Wade. .
. Old Testament History.
Walker .
Walker ,
. IQngs of Israd.
Weiss. .
. Manual of Introduction to the New
Testament.
WelU. .
. Sunday School Success.
Wfflwft .
. The Teaching of Jesus.
Wood and
Hall Adult Bible Qasses.
Wcrocstcr
. On Holy Ground.
MISSIONS
Bacon
. Japanese Girls and Women.
Barnes .
. Two Thousand Years of Missions before
Carey.
Banows .
The Christian Conquest of Asia.
274
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APPEJJDIX
Beadi .
. Geography and Atlas of Ftotestant Mis-
sions (2 vols.).
Beadi .
. The Cross in the Land of the TVident.
Beach .
. Dawn on the Hills of T'Ang Missions in
China.
Beach .
. Princely Men of the Heavenly Kingdom.
Bishop .
Among the Thibetans.
Bishop .
. Korea and her Neighbors.
Blaikie .
. Personal Life of David liyingstone.
Bliss . .
Concise History of Missions.
Brain .
Fifty Musionary Stories.
Brain . .
. Hie Transformation of Hawaii.
Chahners.
. Autobiography and Letters.
Clark . .
. Leavening the Nation.
Clarke
. A Study of Christian Missions.
Clement .
Christianity in Modem Japan.
Creegan .
. Great Missionaries of the Church.
Curtis .
Modem India.
Dawson .
Life of James Ebnnington.
De Forest
. Sunrise in the Sunrise Kingdom.
Dennis
. Foreign Missions after a Century.
Christian Missions and Social Progress
(S vols.).
Ecumenical Conference Rq>ort (2 vols.).
Gracey .
. China in Outline (pamphlet).
Griffis
. Dux Christus: A Study d Missions in
Japan.
Griffis .
. The Mikado's Empire.
Guems^ .
. Under our Flag.
Gulick .
. The Evolution of the Japanese.
GuUck .
. The Growth <rf the Kingdom of God.
Gulick .
. The White Peril in the Far East.
Hamlin
. My Life and Times.
Hardy
Life of Ncesuna.
275
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CHILDREN'S READING
HodgkiDs
. Via Christi: A Stu4y of Missions before
Car^.
Hume
. Missions from the Modem View.
JoneB .
. India's Fh)blem: Krishna or Christ.
Leonard
. . A Hundred Years of Mi«oon«-
McLeui
. . Handbook of Missions.
BiaaoQ
. . Lux Christi: A Study of Mismona in
India.
Miner
. . China's Book of Martyrs.
Miner
. . TVo Heroes of Cathay.
Morris
. . At our Own Door.
Naylor
. . Daybreak in the Dark Continent
Noble.
. . The Redemption of Africa (2 vols.).
RHje . .
. life of Bishop Fatteson.
Paisooji
. . Christus liberator: A Study of Minions
in Africa.
Paton.
. . The Stoiy of J. 6. Pabm.
Pecry.
. . The Gist of Japan.
Shelton
. . Heroes of the Cross in America.
Smitb
. Bex Christus: A Study of Missions in
China.
Smith .
Smith.
. ViUage Life in China.
Students a
nd the Modem Missionary Crusade— Rqxirt
of NashviUe Student Volunteer Con-
vention.
Taylor
. The Price of Africa.
Tyler.
, . Forty Years among the Zulus.
Wameck
. Outline of the History of Prostestant
Missions.
Wells .
. . Unto AU the World.
Weston
. China in Twelve Lessons (pamphlet).
Zwemer .
. The Mohammedan World of To-day.
The End
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